ALUMNO PRACTICANTE: Asencio Nadia

Período de Práctica: Tercer período Institución Educativa: Colegio CastexDirección postal: Brown 99, BarilocheSala/Grado y sección: 4to y 5to año ACantidad de alumnos: 13Nivel lingüístico del curso: Pre - IntermedioTipo de Planificación: ClaseUnidad Temática: SportsClase Nº6Fecha: 10/10/2014Hora: 07:45 hsDuración de la clase: 80 minutosFecha de primera entrega: 08/09/2014

Teaching points: Sports

Aims:

Ss will be able to identify the new vocabulary presented in order to talk about different sports.

Ss will be able to identify the new grammar structure presented and its usage to share their personal opinions.

Students will be able to develop their speaking and listening abilities. Ss will be able to work with authentic material to develop their reading and writing

abilities.

Language focus:

Functions Lexis Structures Pronunciation

Revision Interpreting texts, an interview and to ask/answer questions in order to get information.

Vocabulary related to sports: football, tennis, hockey, swimming, horse-riding, athletics, karate, golf,snowboarding

Present simple: routine of an athlete.

Cycling, rock

New Think and talk about different sports in order to give our opinions about them.

Vocabulary related to sports: fencing, rock-climbing, shooting, windsurfing, cycling

Comparative and superlative adverbs: the least, further, well, badly

Collocations: go, play, do

Fencing, golf, athletics

Teaching approach: Communicative approach – PPP procedure Materials and resources: Computers, internet, copies, book: target PET

(Richmond) Seating arrangement: Ss will work at the tables; they are situated in rows facing

the board. The tables are longer than the usual ones, so at a same table three or four ss may work together.

Potential problems students may have with the language: If students have any difficulty to understand the new vocabulary, the T will use visual aids they also have the possibility to use on-line dictionaries. If we have any problem with the internet connection the T will encourage ss to talk about the meaning of the words and to focus on the context of each of them to infer the meaning.

Assessment: Students’ ability to use the new vocabulary and the grammar structures though several activities.

.

Procedure:

Routine (2 minutes)

First, the T will say: “Hello! How are you today? I need a helper to write the date on the board. Please, Nicole, Can you help me?” and she will encourage ss to spell the date for the student to write it. Then, the T will ask them to copy the date on their copybooks/folder.

Warm – up (8 minutes)

The T will draw the following picture on the board: and she will say: “Is this picture familiar to you? What is it?” The symbol that represents the Olympics games! And she will ask them to brainstorm about the sports that are included in the Olympics. She will say: “Can you name some sports that are included in the Olympics game?” and we will share our opinions about them too. To give ss the opportunity to share their opinions with some structures such as, I like/don’t like....My favourite sport is....I hate.......

Development

Presentation (10 minutes) – race game!

Since ss are quite sleepy at this time of the day, we will play a game which includes movement. The T will show them some sports picture + word cards and they have to match them. She will say: “We are going to play a race game! Look at these pictures and word cards, the idea is that you have to match them. The picture cards will be on my desk and the word cards will be at the back of the class. Now, stand up and line up at the back of the classroom.” She will model the task for ss to understand the instructions. While she models she will say: “First you have to pick up a word card, run to my desk and choose the correct picture to stick it on the board. If you need some help you can ask me and I will say a description of the sport for you to infer its meaning. After sticking the cards, your peers will check if it is correct or not.” The T will model the activity too.

Words: athletics – cycling – fencing – golf – hockey – horse-riding – karate – rock-climbin – running – shooting – snowboarding – swimming – tennis - windsurfing

Activity 1 ( 5 minutes) –

The T will say: Very good! Now we are ready to keep working with sports. Please, open your books at page 34. Julian, can you read acitivity 1? Thanks! Can you explain it?” Then, we will check the activity all together in an orally way, she will choose several ss to say the answers.

Activity 2 (10 minutes) –

The T will focus ss’ attention on the activity 2 from the book, page 34. She will say: “Debora, can you read the task please? Can you explain it? Thanks! So, we are going to listen to an interview with Kirsty Muir. She is an athete and the intervieqw is about the modern pentathlon. What is a pentathlon? (an athletic contest comprising five different track and field events). While you listen to the interview, you have to write down that she mentions. We will check all together.

Interview:

Then, the T will say: “Caro, can you read activity 3, please? Thanks!” and she will ask some questions: What do you have to write? Where?, to check comprehension. Then, we will listen to the interview one more time to complete the chart.

Activity 3 (10 minutes) –

The T will say: “After listening to Kirsty we may say that she has a very busy day since she does several sports. Some of them are...” and she will lead ss’ attention to the chart of the board:

GO... PLAY... DO...

SWIMMING FOOTBALL KARATE

She will say: “What are the verbs that collocate with sports? When do we use each of them?” after the ss’ answers, she will tell them: “I have here some cards with the explanation of the usage of each verb, but you have to help me to match them with the correct verb.” She will choose three ss to read the definitions and the entire class will decide which is the verb that it is referring to. She will say: “you three come to the front of the class and read the cards. Your peers will be listening to you to decide where to match it. So, Agus, what are we going to do?”

Cards:

It is used with activities and sports that end in –ing. This verb here implies that we go somewhere to practice this sport.

It is used with recreational activities and with individual, non-team sports or sports in which a ball is not used, like martial arts.

It is generally used with team sports and those sports that need a ball or similar object and, those activities in which two people or teams compete against each other.

Source: http://inmadom-myenglishclass.blogspot.com.ar/2013/01/collocations-do-play-or-go-with-sports.html

Then, the T will ask ss to copy the chart in their copybook/folder. She will say: “Please copy the chart in your folder or copybooks, but you have to add the sports that are

in the book, page 34. You have to write the sports from activity 1 in the correct column. Then, we will check all together in an orally way.

Activity 5 (10 minutes) –

The T will show students a poster and she will say: “This poster is based on Kirsty’s opinions” and she will ask a student to read them. The T will encourage students to give their opinions about her statements: “Have you ever done shooting? What sport is the one you enjoy the least/most? Do you like swimming?”

I could easily swim further than 3.500 metres Shooting’s the sport I enjoy the least.

Then, she will tell them: Good! Now, let’s focus on Kirsty’s opinions again! One of them contains a comparative adverb and the other a superlative adverb. Can you tell which one contains a comparative adverb/superlative adverb?” and the T wil write on the poster:

We use comparative and superlative adverbs to compare the way people do things.

Then, the T will handout some samples of the previous interview for ss to read them and notice other sentences containing comparative and superlative adverbs. She will say: “Now, you are going to work in pairs. You have to read the interview and underline sentences which contain comparative and superlative adverbs.” She will choose some students to explain the activity to check their comprehension.

COMPARATIVE AND SUPERLATIVE ADVERBS

Activity 6 (10 minutes)

Then, she will ask ss to focus their attention to the sentences and ask them some questions: “Which one shows a degree of comparison? Read an example! – which one contains “than” after the adverb? – what other characteristics can you tell me about the different structures?”

Then, she will show them two cards which explain comparative and superlatives adverbs. She will choose two ss and say: “Please, read these definitions in order to match them with the correct example.”

Definitions:

It is used to show a degree of comparison We use than after comparative adverbs. We have to add an –er to the end of the adverb (EXAMPLE: FASTER – HARDER)

It’s used to state that the action performed is to the highest degree within a group or of its kind.

If the adverb has the same form as a one-syllable adjective simply add the suffix –est to the end of the word. EXAMPLES: FASTEST – HARDEST –

If the adverb ends with a “y” then change the “y” to “i” and then add –est. EXAMPLE: EARLIEST

If the adverb ends with –ly is precede them with most or least. EXAMPLE: LEAST EFFICIENTLY

Activity 7 (5 minutes)

“Now I want to know your opinion about the sports that we are working with. I think that Rock climbing is harder than playing football and that fencing is the hardest sport.” And she will write the sentences on the chart. Then, she will ask them to say some sentences using those adverbs. She will say: “What do you think? Which sport is the hardest? Which one is the best?” among others and she will ask some ss to write their examples on the board.

Closure – Homework –

The T will say: “Excellent class ss! Now I will explain to you the homework. Look at the activity 6 from the page 34. It is about a triathlon results. What is a triathlon? Franco, can you read the task please? Can you explain it please?” and she will

guide him with several questions. Teacher: Yes! So for next class I will ask you the homework. Have a nice weekend! Goodbye.