lesson plan 3 kindergarten level
TRANSCRIPT
I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.Período de Práctica: InicialInstitución Educativa: I. F. D. Nº13Dirección: Italia 144 – Zapala - NeuquénSala / Grado / Año - sección: Primer Grado “A” Cantidad de alumnos: 16Nivel lingüístico del curso: Principiantes Tipo de Planificación: ClaseUnidad Temática: Animales Clase Nº: 3Fecha: 6/10/14Hora: 14.10 – 14.50hsDuración de la clase: 40’Fecha de primera entrega: 29/09/14
Teaching points: Adjectives to describe feelings / Happy and Sad
Aims or goals:
During this lesson, learners will be able to:
develop listening and speaking skills. learn the lexis to refer to feelings. describe how they and others feel.
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Weather: rainy/cloudy/windy/sunny
Colours: yellow, red, violet, blue, green, orange, brown, black, white, pink.
Sizes: Big - Small
-What’s this?
-What colour is it?
Short questions:
-is it green/red?
N
E
W
-Recognizing feelings on people and animals.
Animals: lion - mouse
Feelings: Happy – sad
Friends
Are you happy / sad?
-Correct pronunciation of
Happy /hæpɪ/and sad /sæd/.
Teaching method: PPPMaterials and resources: flashcards, real pictures of animals, posters, faces, slips of paper.
Integration of skills: Students will listen to the teacher tell them a story. She will ask questions and will work on the pictures she brings to the class. The teacher presents the animals (lion and mouse) and they will have to repeat their names. Moreover, the teacher will bring a short poem for students to work about happy and sad faces. The teacher will show the students pictures for them to recognize which feeling each face refers to. Furthermore, students will make their own faces to sing a song together.
Seating arrangement: Students will sit in a circle around the teacher and in front of the board.
Possible problems / difficulties and their possible solutions during the class: Some students may have problems understanding the story. For this reason, the teacher will bring pictures to accompany the storytelling. Moreover, she will repeat the line several times and they may discuss the story in L1 once she finishes telling it. However, the teacher may encourage them to understand the story in L2.
Potential problems students may have with the language:
I believe the main problems will be connected to the story. As the students are not used to listening to someone speaking in English all the time, they may feel uncomfortable at the beginning. However, students may enjoy the activity and they may like to listen to more stories in the following classes.
Assessment: Students’ correct pronunciation and recognition of animals and feelings will be tested with short questions. Some of them will be asked to the whole group and individually.
Procedures:
Routine (7 minutes):
The Teacher greets the students: “Hello, how are you today? Fine?” The teacher will accompany this question with an “ok” gesture.
The teacher will start the class by pointing to the window and she will ask the students. “What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The teacher will resort to happy/sad faces again to praise students’ work done during the class.
Then the teacher will put the picture of the weather on the board. She will then ask them to write the date and draw the weather picture on their notebooks: “Please open your notebooks”. She will accompany all expressions with miming. She will encourage students to work on their own: “Write the dates and draw the weather picture, come on you can do it!”
The date and weather picture will be put on the board for the teacher to work with Chiara.
The following chant will be given to talk about the weather before they talk about the weather that day:
How's the weather? [Weather gesture - make a 'W' with the three middle fingers on each hand and then twist them back and forth.]How's the weather?How's the weather today?Is it sunny? [Sunny gesture - Make a big circle over your head with your arms.]Is it rainy? [Rainy gesture. Wiggle your fingers down in front of you, simulating rain]Is it cloudy? [Cloudy gesture - Squeeze two imaginary pillows above your head.]Is it snowy? [Snowy gesture. - Move your hands down in front of you in a slow, wavy motion.]How's the weather today?
Students will be used to the song and this time the teacher will ask them to go to the front with her and they will be encouraged to sing.
Transition: After having the date and weather written in their notebooks, the teacher will sit on the floor and will encourage students to sit next to her: “Come and sit with me”. This will be gestured by her. In this way, both the teacher and students will be sat down and prepared to listen attentively.
The teacher may resort to the following strategy if the students do not make silence:
She will hold up her hand and say, "Give Me Five." The children will put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5.
Presentation (10 minutes)
The teacher will say the following to the students: “We’ll listen to a story. You can look at the pictures and ask me questions, but once we finish”. The teacher will try not to resort to English. She will gesture the word “silence” by carrying her finger to her mouth. Until all students are in silence, she will not begin telling the story.
The Lion and the Mouse
This is Ben and this is Titi. (The teacher points to the animals in the following flashcard) One hot day in the forest, Ben goes to sleep (The teacher mimes the action). However, Titi climbs to his back (The teacher points to the lion’s back) and jumps on his back. Poor Ben! He can’t sleep! .
Titi dances on Ben’s head. (Teacher points to the mouse on the lion’s head) Ben wakes up with a loud roar.
Ben is very angry. He catches Titi with his paws. (Teacher points to the lion’s paws in the picture). Titi cries (Teacher points to the mouse’s tear and mimes the action). Titi says: “King Ben, I am sorry. Please don’t eat me. Please let me go. I want to be your friend. Maybe one day I can help you.” (The teacher says this imitating the mouse’s voice)
Ben laughs (The teacher mimes the action and points to the lion). He says, “You are so small. How can you ever help a big lion like me?” (The teacher imitates the lion’s voice and mimes the adjectives learnt in the last class: big and adjective. Ben says “Anyway this mouse is too small to eat. I am also full. I will let him go.” So Ben puts down Titi. (The teacher points to the flashcard and imitates the action of “putting down something”).
A few days later, some hunters spread out nets to catch animals. Ben is caught in a net. (The teacher will point to the nets in the picture) Ben is very angry. He roars loudly. (the teacher shows the meaning by exemplifying a roar) Titi hears Ben. He says: “My friend is in trouble. He needs my help.” Titi bits the net with his teeth (the teacher mimes the actions) and slowly makes a big hole in it.
Ben comes out of the net through the hole. “Thank you, little mouse,” said Ben. “You are so small, but you saved my life.”
“It was my turn to help you, King Ben,” said Titi.
“We will be friends always,” said Ben.
The teacher will be ready to use different tone voices so as to create the correct atmosphere and students to understand who is speaking. If students have questions, she will revise all the pictures she showed while retelling.
The focus on vocabulary will be on the words: lion, mouse, and friends. The other words will not be explained. What is important is that students understand the meaning of the story.
The teacher will ask questions as regards the mouse and lion’s sizes: “Is the mouse big or small? Is the lion small or big?” Students will discuss both questions and they will discuss the story’s meaning.
Transition: The teacher will say “The story talks about two friends” The teacher will show the picture and point to her friends. “This is my friend” and she may ask some students about their friends by asking them: “Is X your friend?”
Development and Practice
Activity 1 (10 minutes)
The teacher will continue talking about the characters from the story.
Then she will give them the following poem and she will say to students: “Let’s read a poem about Titi’”
The teacher will read a poem about Titi:
“This is Titi Happy.” And she will show the following picture:
“This is Titi Sad.” And she will show the following picture:
“Now you see her Sleepy.” And she will show the following picture:
“Now you see her angry.” And she shows students the next picture:
She will bring each line separated in different flashcards. Each line will be stuck next to the mouse’s face.
The teacher will concentrate on the Titi’s face. The teacher will bring a card with a mouse’s face on it. She can change the face from sad to happy and the other way round. For this reason, she will use the face to retell the poem with students.
She may ask students, “Is Titi happy / sad?” and she will change its face and ask the same question. The teacher can ask students: “What colour is Titi?”
The teacher may ask this question to several students and she will encourage them to show her happy and sad faces. This activity will aim at students’ showing they understand the concept of happy and sad.
What is more, she may ask students. “Are you happy?” Students will be encouraged to answer independently.
Then the teacher will show students the different story’s pictures again the short story’s poster: “Let’s look at the pictures from Titi and Ben” She will point to each animal and ask: “Is it happy/sad?” Students will answer independently.
Transition:
The teacher will bring a set of pictures to aid student’s comprehension about happy and sad feelings. She will raise them up and show them to the whole class. “Let’s separate these pictures together”.
Activity 2 (10 minutes)
The teacher will select a few students to come to the front. She will stick a poster divided in two. One part will say “I’m happy” and the other one “I’m sad”. Students will stick the pictures themselves under both headlines. The teacher may select one of the names from the box and call the student to come to the front.
Once they have finished she will ask students to design their happy and sad faces together: “Let’s make our happy and sad faces together”.
The teacher will bring two half faces per student. She will use plastic plates cut in two to create smiles or sad mouths. Students will be encouraged to use them afterwards.
The teacher will monitor the creation of masks and will ask students about their feelings: “Are you sad? Are you happy?”
The teacher will show them her masks’ model.
She will show students the parts of the masks and she will say: “Draw a happy face on one mask, and a sad face on the other”. Once all students have finished their masks, they will form a circle in the middle of the classroom. The teacher will be in the centre of the circle, and she will introduce the following song: “Show me your masks when you listen to the words: happy and sad” and “Imitate what I do while we listen to the song”. Both instructions will be gestured and the students will follow the teacher’s instructions while the song is playing.
Link of the song: http://www.learnenglishkids.britishcouncil.org/en/songs/if-youre-happy-and-you-know-it
Lyric of the song:
If you're happy and you know it, clap your handsIf you're happy and you know it, clap your handsIf you're happy and you know itAnd you really want to show itIf you're happy and you know it, clap your hands.
If you're sad and you know it, stamp your feetIf you're sad and you know it, stamp your feetIf you're sad and you know itAnd you really want to show itIf you're sad and you know it, stamp your feet.
If you're sleepy and you know it, shout "Hurray!"If you're sleepy and you know it, shout "Hurray!"If you're sleepy and you know itAnd you really want to show itIf you're sleepy and you know it, shout "Hurray!"
If you're angry and you know it, do all threeIf you're angry and you know it, do all threeIf you're angry and you know itAnd you really want to show itIf you're angry and you know it, do all three.
Now we're going to sing the last verse againBut this time faster.A lot faster.
If you're happy and you know it, do all threeIf you're happy and you know it, do all threeIf you're happy and you know itAnd you really want to show itIf you're happy and you know it, do all three.
The teacher will show students the video, and will ask them to do what the girl does in it. She will do the same actions and show them each of them. Students and teacher will sing together the song.
Closure (3 minutes)
The teacher will say to the students: “I’m happy now, and you?” Some students will answer the question orally in front of others and they will say goodbye to each other.
Pictures the teacher will show to students:
Pictures to be shown to students to be separated between “I’m happy” and “I’m sad”:
Faces to be created with students:
