Bosso TPD - Secondary - Lesson 1 - passed
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Gilda Bosso taught an 80-minute English lesson to 8 first-year students at Sagrado Corazón school in Neuquén, Argentina. The lesson aimed to review food vocabulary and introduce questions about food preferences. Students listened to conversations about food likes and dislikes, answered comprehension questions, and asked each other questions in pairs. For homework, students posted their partner's food preferences online. The teacher effectively incorporated listening, speaking, and pair work activities and assessed understanding throughout the lesson.
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Bosso TPD - Secondary - Lesson 1 - passed
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Gilda Bosso Período de Práctica: SecundarioSa Institución Educativa: Sagrado Corazón Dirección: Obrero Argentino 86 – Neuquén Capital Sala / Grado / Año - sección: 1er Año Cantidad de alumnos: 8 Nivel lingüístico del curso: elemental Tipo de Planificación: clase Unidad Temática: - Clase Nº: 1 Fecha: 12 de Septiembre de 2017 Hora: 10:00 a 11:20 Duración de la clase: 80 minutos Fecha de entrega: 8 de Septiembre de 2017 Note: The teacher asked me to introduce First Conditional sentences, as they are going to sit for an international exam in December, and the book they’re using doesn’t include this target language structure. That is why I’ve decided to refresh Present Simp le structures (positive, negative and questions) (all persons), which they already know it, and then introduce future forms for “will”, and after that I’ll introduce First Conditional sentences (form and use). Aims or goals: During this lesson, learners will be able to: a) Develop social skills by asking and answering about their food preferences. b) practise their reading and listening skills to find specific information c) practice speaking and listening actively. d) report their finding online (on a padlet sheet). Teaching points: Causes and results Language focus: Revision Functions Lexis Structures Pronunciation Answering questions about their own routine and others’ routine Food Do you like / eat…? Yes, I do / No, I don’t. Intonation in yes/no questions. New Introducing language related to likes and dislikes Introducing functional language for making questions and answering them.
- 2. • Teaching approach or combination of methods / approaches: Communicative Approach • Integration of skills: Reading and listening skills will be integrated during the lesson. • Materials and resources: - Worksheets developed by me. - A poster. - A board and some markers. - Laptop and projector (there’s one in each classroom) • Pedagogical use of ICT in class or at home: I’ll use the projector installed in the classroom and also I’ll ask their teacher to use their devices into the lesson. Later, the students will have the chance to post their homework online. • Seating arrangement: I observed their way to work in the classroom for two days, so I’ll ask them to sit in a different way, to provoke full eye contact with me to avoid talking and chatting among them – many times they have rude arguments so I’ll have to be absolutely in control of their attention. The desks will be placed in an auditorium shape. They are only eight students. It is a small group but demanding as well. • Assessment: Understanding will be assessed continuously through the lesson, keeping my attention on students’ reaction to the activities, asking questions, asking them to tell me what they have to do or if they understand and use the vocabulary and structures for asking and answering about routines. Also I’ll ask them to answer their partners’ doubts because I realized that they don’t pay attention when a peer asks for a doubt and they miss the answer and late r they ask the same. Routine Purpose: Meeting the students and let them talk about their peers. Timing 10’ I’ll be at the door waiting for them to come from the break. I’ll say hello to each one and I’ll ask them to sit on their chairs arranged previously by me. This first lesson I’ll let them ask about me. Then I’ll ask them to introduce their partners to me, like this: This is ________ (name). He / she is ____________ years old. Once we have met, I’ll ask them to pay attention to a poster I’ll project on the board. Lead-in Purpose: Talk about habits related to food. Recall prior knowledge about others’ habits as it is supposed to be known very well. Timing 10’ I’ll ask students to look at the pictures and tell me what they can see. Tch: Ok, guys. What can you see in the photos?1 1 Picture taken from Choices Elementary (e-text) – Pearson – page 71
- 4. Expected answers: In picture a – (They’re / There are / I can see) tomatoes In picture b – (It’s / There is / I can see) broccoli a) Tomatoes /təˈmɑːtəʊ/ b) Broccoli /ˈbrɒkəlɪ/ c) Cake /keɪk/ d) Strawberries /ˈstrɔːbərɪ/ e) Kiwi /ˈkiːwiː/ f) Cheese /tʃiːz/ g) Ice cream /aɪs /kriːm/ h) Milk /mɪlk/ i) Egg /ɛɡ/ j) Sardines /sɑːˈdiːn/ k) Chicken /ˈtʃɪkɪn/ l) Sausage /ˈsɒsɪdʒ/ Teaching strategies: I’ll be ready to provide clues to help them recall food names. Strategies to check new language comprehension: Asking questions, rephrasing questions to clarify meaning. Interaction patterns: Teacher - Students Skills: Listening and Speaking Resources: A board, a marker, a laptop and a poster prepared to project on the board. If there’s access to Internet I’ll have access to the e-text of the book. https://view.ebookplus.pearsoncmg.com/ebook Transition: Ok, good work! And now let’s listen to Toby and Chris talking about food. Presentation Purpose: Introduce students to a listening activity to find specific information to fill gaps. Timing: 5’ I’ll ask students to read the worksheet I’ve already prepared, taken from page 71 – Choices Elementary. I’ll have a large copy ready to display on the board to be completed after this activity . The audios files are 3.1 (1:26) and 3.2 (1:29) Tapescripts 3.1 – 3.2 T= Toby C=Chris T: Mm, I really love food! I usually eat a lot fo meat and cheese. I love cheese. I don’t eat a lot of vegetables. I don’t like beans and I really hate cabbage. The cabbage at school is horrible! I drink a lot of coffee – I don’t like tea. My favourite meal is dinner. We have dinner at about seven o’clock. When I’m hungry I often eat snacks, like biscuits – I love the,! C: I love fruit and vegetables. I eat a lot of bananas and oranges. My favourite vegetable is broccoli. I don’t eat a lot of meat or eggs but I like cheese. I drink a lot of water – about two litres a day. I don’t like coffee because I can’t sleep very well when I drink it. My favourite meal is breakfast. I usually have a lot of cereal, fruit and nuts. I always have some in my bag when I go to school.
- 5. I’ll give them a couple of minutes to read and ask some words they might not know. I’ll be ready to help them guess the meaning of unknown words asking to the group if somebody knows it. If not, I’ll provide a clue, like “a cucumber is eaten in salads, it’s green and looks like a tube.” Transition: Now it’s clear. Is everybody ready for the listening? Ok, let’s do it! Development Activity #1 Purpose: Listening for information and answering questions. Timing: 15’ As soon as I check they are ready to listen to the audios and they know what to do, I’ll write a question on the board to focus their attention on finding the answer. I’ll ask for their opinion to the question: “Which of them eats the healthiest food?” In your opinion, which of them eats the healthiest food? Tch: Ok, let’s listen to Toby and Chris. After listening both audios, I’ll give them the opportunity to discuss about the questions and tell me why they think so. All the opinions will be well received and there will be no wrong answers for this activity. They can give their point of views about what they consider healthy or not. Transition: Good! Now let’s complete the worksheet!!! Activity #2 Purpose: Listening for finding information. Timing: 20’ First, I’ll explain the students that the audio will be listened twice. The first time they ONLY have to follow the listening and read the worksheet. The second time, I’ll pause the audio (if it is necessary) to complete the missing words and fill the gaps. I think twice will be enough because it will be the third time they listen to the tracks. Tch: Well guys, We’ll listen to the audio twice (miming with my fingers). The first time, ONLY LISTEN TO and READ. No pencils or pens in your hands. The second time, you’ll have enough time to complete. Don’t worry. Expected answers: “No entiendooooo! No sé que hacer! Ok, relax… look at the board… can you read the text? Who wants to read the text? Let’s read together. After that, I’ll mark on the board (with same worksheet they have but bigger) the first word it is complete (number 1 meat). Then, I’ll ask again: Tch: Number 1: meat Worksheet 12 2 Taken from Choices Elementary – Page 71
- 6. Then, I’ll check again if they get what they have to do. If it is Ok, I’ll carry on with the listening activity. If not, I’ll go back and explain it again. Once they have finished with the listening activity, we’ll check on the board. I’ll ask a volunteer to write on the board while his / her peers participate telling him / her the answers for each gap. Interaction patterns: Teacher – Students // Student - students Skills: Listening and Speaking Resources: A board, a marker, a laptop and the worksheet prepared to project on the board and also to listen to the audios. Activity #3 Timing: 15’ Now, they will have to ask and answer questions about their peers’ likes and dislikes about food. I’ll put them work in pairs and I’ll give them a chart to complete. This information will be reported later to the class orally. Tch: Ok, now let’s work in pairs. You have to make questions to your partner about what they like and don’t like eating for their breakfast, lunch, dinner. Worksheet 2 Name: ________ Breakfast Lunch Dinner Like ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ Dislike ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ Clues: Do you like…… for breakfast? What do you eat for breakfast?
- 7. Closure Homework Timing: 5’ I’ll ask them to post their findings about their partner’s likes and dislikes about food in a padlet created for that. https://padlet.com/gilda_bosso_22/ep84m4p1ejwo • To be completed by your tutors: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptabl e 2 Below Standard 1 Visual organization x Coherence and sequencing x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Language accuracy x Observations Nice lesson!! Just work on some issues I commented about. Aure