Varesio primary - lesson 3 - passed

Varesio primary - lesson 3 - passed

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  I.F.D.C. LENGUAS VIVAS TALLERDE PRACTICA DOCENTE ALUMNOPRACTICANTE: NataliaVaresio Períodode Práctica: Primaria InstituciónEducativa:I.C.E.B.L.E. Dirección:Av.Koessler1820 Sala/Grado/Año-sección:5ºgrado Cantidadde alumnos:25 Nivel lingüísticodel curso:Principiantes Tipode Planificación:Clase Unidadtemática: Comidas Clase Nº : 3 Fecha:06/09/18 Hora: 9:45 a 10:20 hs Duraciónde laclase:35’ Fechade primeraentrega: 02/9/18 Teaching points: Food  Aims: Duringthislesson,learnerswillbe able to.. - Revise foodvocabulary - Identifyandname newfoodvocabulary - Use the structure:“How muchis a (hamburger)” - Developtheirspeaking andlisteningskillsbytakingpartina short oral exchange
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   Language focus LexisFunction Structure Pronunciation Revision Hello! Look! Listen! Numbers Food Hamburger, chicken,pasta, orange juice, cheese,fries, chocolate cake apple,ice- cream Cereals,soup, jam,toasts, salad,coffee, potatoes, fruits water,fishand chips. vegetable pie Cheeseburger, soda,green salad, spaghetti Greetings Following commandsor instructions Askingand answering questions aboutfood. Orderinga meal May I take your order/How can I helpyou? I’dlike a (cheeseburger) please /i:/ sound Cheeseburger New Food Meatballs, tomatosauce, peas,tuna sandwich,fruit salad,mashed potatoes. Askingand answering questions How muchis it? It’s50 dollars /æ/ sound Salad, sandwich mashed  Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP procedure (Harmer, 2010)
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   Materials andresources: a projector, flashcards, course books and worksheets.  Pedagogical use of ICT in class: a projector will be used to display some images. .  Seating arrangement: : Students sit in rows sharing desks.  Cooperative work: In the warm-up and presentation stage, the whole class will interactwiththe teacher.Inactivity1, studentswill workindividually whileinactivity2 they’ll work in pairs to perform and information gap activity.  Potential problems student may have with the language: Since students have different levels of English, some of them may not understand the teacher or the activities, so I’ll use different strategies such as: prompting, gesturing, modelling, exemplifying,etc.If necessary,I’llapplythe sandwichtechnique.I’ll approach to those students who have difficulties with the language to provide help.  Assessment: what will be assessed and how: I’ll check students’ comprehension throughtheirparticipationinthe warm-upand presentation stage. I’ll check students comprehend the structure “How much is it?” by asking questions. In addition, I’ll provide students with visual aids to help comprehension. I’ll encourage them to produce some chunks of language. In the activities, I’ll monitor and guide students’ work. Regarding the second activity, I’ll check if students use L2 to perform and information gap activity. Routine: 3’ I’ll wait for students to come to the classroom and greet them: “Hello! How are you today?” EA: “Hello!” Transition: Are you hungry? I’m hungry I want to buy some food. Warm up: 4’ I’ll use the projectortodisplaya picture of a menu (created by me) and I’ll ask students some questions to activate their previous knowledge.
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  T: Look atthispicture.What can yousee? What is it? EA: A menu! T: “Good! And what’s the name of the restaurant? (Pointing to the picture) EA: The good cooker! T: “Very good! Look! We have ‘Burgers and sandwiches, meals, side order and dessert”’. What is side order?” (Pointing to it) EA: lo que pedís para acompañar! T: Right! It’s the food that accompaniesthe meal.Andwhatisdessert? EA:postre! T: “Yes! It’s a sweet food eaten after a meal, like chocolate cake. Ok, so, as it is a menu we have…….(pointing to the prices)” EA: prices, precios! T: Excellent!
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  Flashcardsforvisual support Tuna sandwichMeatballs and spaghetti Meat and vegetables Mashed potatoes Fruit salad Fried eggs Peas Transition: So, let’s see the prices of different meals. Presentation:7’ I’ll asksome questionstointroduce the structure ‘how much’andrevise some numbers. There are some missingnumbersfor students to complete. So, I’ll invite some of them to write the prices.I’ll role playwiththe student.He/she asks me how much a hot dog is, and I’ll tell them the price. T: “ Look!A cheeseburgeris nine dollars andsixty cents.How much is a tuna sandwich?” EA: It’s ten dollars and forty seven cents! T: “Perfect! How much is chicken with potatoes?” EA: Fifteen dollars and eighty six cents!. T: Good! They’re fifteen dollars and eighty six cents. To revise the structure “I’dlike”,I’ll ask some questions. T: “What would you like to eat, from this menu, Annelise?” EA: “ I’d like meat and vegetables” ,T: Delicious! And How much are they?EA: thirty-eightdollarsandninety-nine cents.T: “ Good. They’re thirty-eight dollars and ninety-nine cents. (I’ll ask some questions at random) (I’ll have a card at hand with two sentences written to explain the difference between How much is… and How much are…..) I’ll explain it through guided discovery. T: “Now pay attention to this . (Showing the card)What’s the difference between these two questions?. How much is a hamburger? And How much are the meatballs?” Maybe more advancedstudents know the answer and explain it in L1. They may answer: Una pregunta es con “is” y la otra con “are”. T: “Ok, and why do we use “is” in how much is a hamburger and “are” in how much are the hamburgers? Pay attention to the words, hamburger and hamburgers. EA: Porque la primera es una hamburguesa, y en la otra son
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  muchas!. T: Verygood!. Hamburger is only one, it’s singular and meatballs are many, they’re plural. Then, I’ll stick the card on the board. HOW MUCH IS A HAMBURGER? IT’S 20 DOLLARS HOW MUCH ARE THE HAMBURGERS? THEY ARE 30 DOLLARS T: “Great! Now, look there is some food without prices” T: “Who wants to write the price of the hot dog? Ok, come here Nacho. Now, you have to ask me,howmuch isa hotdog? AndI tell you the price.” Nacho: “ How much is a hot dog? T: “ It’s tendollarsand fifty cents.” T: “Now, write it on the board.” Excellent!. Who wants to pass to the board and write a price? (If nobody responds, I’ll call a student) T: “Juan Cruz, come here please.Choose some foodandask me for the price” (Pointing to the food without prices) EA: “How much are the meatballs.” T: “Ok, it’s twenty two dollars and ninety-five cents.” I’ll continue with this procedure until we finish completing the prices. Transition: Great! Now, you’ll work with your books. Development: 18’ Activity 1: 6’ I’ll displaythe activityonthe projectorand I’ll tell studentstoopentheirbooks. Inthe activity, they have to color the bubbles and put them in order to make a dialogue. When the allotted time is over, I’ll ask some students to complete the dialogue on the board. T: “Openyour booksandgo to page ninety-seven,exercise two. Did you find it?” “Look at the board, this is the activity” Ready?” EA: Yes” T: “Good!, Look, first you have to paint the attendant’s bubbles in green and the client’s bubbles in red (pointing to the pictures) Then, youhave to order the dialogue and write it here. Is it clear?(Pointing to the bubbles and the numbers below). In order to students understand the activity, I’ll guide them through questions and eliciting. Which bubble will you paint in green? Can you tell me?” If nobody answers I’ll say: Who says, are you ready to order? The attendant or the client? EA: the attendant! T: So, what color will you paint it?” EA: Green! T: “ Great!” As students do the activity, I’ll pass through the tables monitoring and providing help if necessary.
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  When students finishthe activity, I’ll ask two students to read the dialogue. T: “Who wants to read the dialogue?” EA: Me,me! T: “Ok, Benja and Santi, read” Transition: Verygood!Nowyou’ll workinpairs. Activity 2: 12’ I’ll give each pair of students two cards A and B to do an information gap activity. One of the students has to ask “ I’d like a chocolate cake. How much is it?” and his/her partner answers: “It’s eight dollars and seventy cents. I’ll use the projector to explain the activity to facilitate students’ comprehension. T: Listen!PayattentionsoI can explainthe activity.Ready?We have twocards. One student is card A and another student is card B. You have to ask your partner for the missing prices and write themonthe box. Onthe right you have the menusoyou can see the price. (Pointing to the menu) Forexample:Nacho, howmuchisa cheeseburger?” EA: It’s 10,50 dollars, T: “ So, I’ll write it here. Is it clear? Can you explain the activity?” Maybe, a student explains in L1. As studentsperformthe activity, I’ll pass through the tables checking if they are using L2 and providing help if necessary.
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  Since the worksheetwill be reflected on the board, I’ll ask some fast finishers to write the prices on the correspondig place, so the rest of the students can check the activity.
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  Adapted from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/pairwork_- _food_-_at_the_restaurant/food/90528 Closure:3’ I’lltell studentthatwe have tofinishthe class.I’ll askthemtopaste the informationgap activityontheirfolders. T: “Paste your card on your folders,please.We finishthe classtoday.See younextweek! Bye bye! Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 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 Minimumscore:18 / 30 Score:_30___ /30 Great lesson!Ilovedthe informationexchange activity. Have a greattime! 