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PORTFOLIO

JORGE ARMANDO BURITICÀ MORALES

UNIVESITY OF TOLIMA SCHOOL OF EDUCATION IBAGUE 2014


Jorge Buriticรก Morales MZ E Casa 4 Barrio Villa Cindy


Ibagué, Colombia 316- 299 6013 jorgeburitica1@gmail.com June 4th, 2014 Universidad Del Tolima Barrio Santa Helena Parte Alta | A.A. 546 Telephone: (8)2772047 Ibague, Colombia Dear Professor Norma Duran I have written and organized this portfolio in order to show the evidence of all the process I have carried out as pre-service teacher in Carlos Lleras Restrepo School during this first semester. And thus self-evaluate my process in every aspect. This portfolio includes   

A picture of my current class A statement of my teaching philosophy Samples of my work including videotape classes, syllabus, tests, and student´s work (samples), feedback, and original materials (all the evidence in photos) • Lesson plans feedback and action plans of the assessed classes. • Letter of recommendation from my tutor, thank you letters from students, pictures of classroom activities. I hope to meet the expectations Thank you for your time and consideration. Yours faithfully Sincerely, Jorge Buriticá Morales Student of B.A in English At university of Tolima

My teaching philosophy


Having worked as pre-service teacher in Carlos Lleras Restrepo School and taking into account all the set of items through which could be evaluated a teacher of English, I realized what I usually do in my classes, and what kind of strengths and weaknesses I have. I actually do not have much experience as a teacher but I try use what I have learnt from professors, and I also take into account every tip, suggestion, and recommendation from they. All of them have taught us rules, strategies, methods and many tips about, how to control the discipline, how to call the students` attention and how to be efficient in the process of teaching English. However for me as a novice teacher it is difficult to do the things as expecting to be, but I have learn a lot from students and teachers, and now I consider that my classes are communicative and very productive because i concern by the students` needs and my classes now involved their context, which is different because every learner is a work that we need to explore before starting to teach taking into account their needs, strengths and weaknesses. Notwithstanding after all the classes I managed, I realize that students prefer classes in which they interact among them, classes that involve media devices, and topics relate to their daily life, likes, and needs.

PRACTICUM 1 LESSON PLAN


Student teacher´s name: Jorge Armando Buriticá Morales

Date: 19th March / 2013

School: Carlos Lleras Restrepo

In-service teacher: Jorge Buritica ▪ Title (Unit): WHAT HAPPENS AROUND YOU? ▪ Grade: 10-4 ▪ Lesson Focus: Passive voice Speaking -oral production ▪ Objectives - Students will be able to express different what happen around they. - Students will be able to express different facts they have read about it. - Students will be able to describe specific events using passive voice.

▪ Key Expressions: 1. Verbs Verbs in past participle 2. (example: sing- sung, swim- swam, play- played)

▪ Materials: 

colors

worksheets

Papers

markers

Lesson Plan


Date:

Time: 60 minutes

School: Institucion Educativa Carlos Lleras Restrepo

Grade:

10--4

Number of students: 34

Stage Learning Reading activity comprehension Skill( s) to be developed:

Learning activity

aim

Time

Standard (s) Addressed: 

Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo.

Identifico palabras clave dentro del texto que me permiten comprender su sentido general.

Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.

Aim(s): 

At the end of the lesson students will be able to develop some reading comprehension strategies; skimming and scanning.

Students will be able to understand the main idea of the text.

Required Materials: Photocopies, flashcards, worksheets, posters, speakers, and computer. Anticipated problems: 

Lack of motivation.

Students do not know how to read and understand a reading in English.

Possible solution: 

To motivate the students, I have chosen an interesting reading.

I will help the students using pictures in order for them to understand the reading.


10 •In this part we are going to play a game with my students in order to break the ice.

Min.

Each student has to say the phrase: I went to the supermarket and I bought…. An apple. Warm up

So, one student starts and he says the phrase and the name of any object that he bought, the next student has to say the phrase, the name of another object and he has to say the name of the object that his partner said before, and go on until the sequence comes to the last student in the classroom.

Pre – reading

After this activity, I am going to do an activity in order to know the previous vocabulary that my students have. So, in the board I am going to draw a big circle and in the middle of the circle a little one that says “Homecenter”.

Then I am going to ask my students what words they already know about things we could buy in homecenter. And at the same time I am going to write all the words that students tell me inside the big circle.

Students will revise vocabulary before to start the main activity.

Students will extend vocabulary before start with the main activity. Activate schemata Materi als

Before moving to the reading I am going to ask my students to take a look at some images that that I am going to present them.

10 min


And inside the small circle I am going to write the material which the things are made of.

Then I am going to ask them questions about things they have

What is this chair made of ?

After that I will show some pictures of words/phrases that will appear in the reading and maybe students don’t know them, so I am going to use body language or comparisons

Words like: Metal is very heavy Glass is very smooth Wood is light Hard soft 

Students are going to read quickly without stopping, so I am going to ask them “what is the reading about”. I am going to show some options through images

Then, each student has to read a part of the reading I am going to choose the learner who has to continue the reading, so they have to follow the reading attentively,


and this activity will catch the student´s attention. After this, they have to listen to me while I am reading the text once again in order to hear the correct pronunciation of the words. If it is necessary we are going to read the text again Students are going to answer some questions about the reading photocopy Answer the followng questions according to the reading While reading

1) Which is the main idea of the text? 20 min

A. "We use cloth to make lots of things." B. "Metal is very heavy." C. "There are 5 basic materials." D. "A helmet and a bag seem different."

Students will read the text and they will be able to identify the main idea of a text.

2) According to the readng, which of these things is a material? A. chairs B. clothing C. windows D. wood 3) According to the reading, how does glass feel? A. smooth and cool B. warm and soft C. light and hard 20 min

D. sharp and heavy 4) Which is the lighter material? A. plastic

Students are going to describe specific ideas of the text comparing with real things.


B. wood C. metal D. glass 5) Which material would you use if you wanted to make something that was strong and very light? A. plastic B. wood C. metal D. glass Post reading

in this stage students have to produce sentences in which they express some things around us and tell what material is the thing made of e.g. “this chair is made of wood�

Name:____________________________ date__________________ School:______________________________ grade:________ Materials A material is what something is made of. There are 5 basic materials. Most things are made with these materials. Some things are made of metal. Some things are made of glass. Some things are made of wood. Some things are made of cloth. And some things are made of plastic. There are some other materials. But they are not used as much as these 5 materials.


Let’s talk about metal first. Metal is very heavy. And it is very hard and strong. It usually feels cool if you touch it. We use metal to make lots of things. We use it for forks and knives. We use it for keys. We use it for cars. We use it for these things because it is very strong. Next, let’s talk about glass. Glass is very smooth. It feels cool to touch. It is not as heavy as metal. It is hard. But it is not strong. It breaks very easily! Then why do we use it? We use it because it is clear! You can see through glass! That’s why we use it for windows. That’s also why we use it for glasses. Now, let’s talk about wood. Wood is lighter than metal and glass. It is not as strong as metal. But it is much stronger than glass. We use wood to make lots of things. Things made from wood are usually light and hard and strong. Chairs and tables are made from wood. Pencils are made from wood. Now let’s talk about cloth. Cloth is very light. It is much lighter than wood. And it is very soft. We use cloth to make lots of things. For example, it is used to make clothing. And it is used to make blankets. Last, let’s talk about plastic. Plastic is also very light. But it is different from cloth. Sometimes it is soft. And sometimes it is hard. Plastic can be used to make thin plastic bags. These are light, soft, and strong. But plastic can also be used to make bicycle helmets. These are light, hard, and strong. A helmet and a bag seem different. But they are both made from plastic.

Procedure Warm up: 15’

Details Warm up – Chinese whispers Students have to be organizing in four lines; each one is going to be a group.


Teacher is going to say a sentence to the first person of each group and he or she has to pass the message to the next student until the message reaches the last participant who will have to say the sentence aloud. The group which had said the sentence correctly they will be the winners. 

Passive voice is taught in this class by the teacher.

Passive voice have been taught in this class by the teacher.

Presentation: (Time 20’)

Passive voice will be taught in this class the teacher.

Presentation: 

Teacher is going to give an example of the active and

Introduction of

passive voice while he asks for the homework, for

Content and

example: (was the homework done by any of you?) And

Language

teacher is going to correct some mistakes. 

The students have to pay attention, and teacher is going to ask each student to report the news that they found.

Procedure

Details


1. To develop the next activity the teacher is going to Practice:

organize the students by pairs. 2. Teacher is going to give them worksheet in order to complete it.

(time 25’)

3. Some pairs will have affirmative sentences and others will have negatives. Students begin

4. They will have to rewrite sentences from active vice to passive voice.

to work with language

Production:

5.

Each group is going to share the sentences one by one.



Teacher is going to paste a poster on the board with interrogative sentences and the students have to pass and solve it.

Students internalize and use language



Students have to rewrite interrogative sentences from active to passive voice.

(Time: 25') Assessments

Teacher is going to talk about the final project that the students

or Other Work

will have to perform at the end of the semester. Students have to start working on the final project (the news).


Ask students to organize the groups in which they are going to work in order to do the news.

Anticipated Problems & Solutions: 

Lack of interest

Indiscipline

Solutions: To motivate students, teacher is going to use fillers in order to call the students´ attention. Teacher will use a moderate voice which will improve hearing. Teacher is going to use the phrase “class- class” each time the student do not pay attention. And they have to answer “ yes- yes”.

Lesson Plan


Student teacher´s name: Jorge Armando Buriticá Morales Date:

Time: 60 minutes

School: Institucion Educativa Carlos Lleras Restrepo

Grade:

10--4

Number of students: 34

Skill( s) to be developed: Reading comprehension

Standard (s) Addressed:  Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo.  Identifico palabras clave dentro del texto que me permiten comprender su sentido general.  Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo. Aim(s):  At the end of the lesson students will be able to develop some reading comprehension strategies; skimming and scanning.  Students will be able to understand the main idea of the text.

Required Materials: Photocopies, flashcards, worksheets, posters, speakers, and computer.


Anticipated problems: Anticipated problems:  Lacks of vocabulary, students do not know the most of the words in the reading.  Students do not know how to read and understand a reading in English. Possible solution:  Teacher is going to introduce vocabulary throughout some images.  I will help the students using pictures in order for them to understand the reading.

Stage

Learning activity

Learning activity aim

Time 10 Min.

•In this part we are going to play a game with my students in order to break the ice. Warm up

Each student has to say the phrase: I went to Argentina and I bought…. An apple. So, one student starts and he says the phrase and the name of any object that he bought, the next student has to say the phrase, the name of another object and he has to say the name of the object that his partner said before, and go on until the sequence comes to the last student in the classroom.

Students will revise vocabulary before to start the main activity.


 For activating schemata, teacher is going to ask the students whether they like football, what do we need to play football, if is Students will extend good, if is not. So, in the board I vocabulary before am going to draw a big circle and start with the main in the middle of the circle a little activity. one with the picture of a football Activate schemata player “kun Aguero”.

Pre – reading

 Then I am going to ask my students what do they know about football, And at the same time I am going to write all the words that students tell me inside the big circle.

 Before moving to the reading I am going to ask my students to take a look at some images that that I am going to present them.

Then I am going to ask them about the positions they like

10 min


Goalkeeper, defender, midfielder, forward.  After that I will show some pictures of words/phrases that will appear in the reading and maybe students don’t know them, so I am going to use body language or comparisons Words like: Team Score Striker Against Bought

 Students are going to read quickly without stopping, so I am going to ask them “what is the reading about”. I am going to show some options through images 

While reading

Then, students have to read the text once again, but this time they are going to do carefully attentively, and this activity will allow them to catch more information from the reading

 . After this, they have to listen to me while I am reading the text once again in order to hear the correct pronunciation of the words. If it is necessary we are going to read the text again

Students will read the text and they will be able to identify the main idea of a text.

20 min


Students are going to answer some questions about the reading worksheet (hand out a photocopy)

Students are going to use skimming and scanning in order to understand the text.

20 min

Post reading

In this stage students have to produce a short text in which they make up a self-biography being a sportsman or a sportswoman (football player). They can use the reading of “kun Aguero” as a reference. SERGIO "KUN" AGÜERO


Sergio 'Kun' Agüero was born on 2 June 1988 in Quilmes, Argentina. His first club was Independiente. He made his début for the first team when he was only 15 – the youngest footballer to play in the Primera División. He moved to Europe and Atlético Madrid in 2006. His goal-scoring partners there were Fernando Torres and Diego Forlán. He scored 101 goals for the Colchoneros in five seasons. His lethal finishing attracted the attention of lots of clubs and Manchester City bought him from Atlético in July 2011. Kun Agüero had a sensational first game for Manchester City. He came on against Swansea and scored two goals and assisted David Silva for another in a 4-0 win. But he will be remembered forever by City fans for the last match of that season. Manchester City needed to beat Queens Park Rangers to take the title. The game was in the 94th minute and the score was 2-2. Mário Balotelli passed to Agüero who calmly put the ball in the net. City had won their first title since 1968. Agüero made his début for Argentina against Brazil (0-3) at Arsenal's Emirates Stadium in 2006 and has made over 40 appearances for his country. Argentina have won the Copa América 14 times, the Confederations Cup once and the World Cup twice, in 1978 and 1986. Argentina have what some consider to be the best player ever: Diego Maradona. Others consider another Argentinian to be the best ever player: Barcelona's Lionel Messi.


Lesson Plan Student teacher´s name: Jorge Armando Buriticá Morales Date:

Time: 60 minutes

School: Institucion Educativa Carlos Lleras Restrepo

Grade:

10--4

Number of students: 34

Skill( s) to be developed: Reading comprehension

Standard (s) Addressed:  Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo.  Identifico palabras clave dentro del texto que me permiten comprender su sentido general.  Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo. Aim(s):  At the end of the lesson students will be able to develop some reading comprehension strategies; skimming and scanning.  Students will be able to understand the main idea of the text.

Required Materials: Photocopies, flashcards, worksheets, posters, speakers, and computer.


Anticipated problems: Anticipated problems:  Lacks of vocabulary, students do not know the most of the words in the reading.  Students do not know how to read and understand a reading in English. Possible solution:  Teacher is going to introduce vocabulary throughout some images.  I will help the students using pictures in order for them to understand the reading.

Stage

Learning activity

Learning activity aim

Time 10 Min.

••In this part we are going to play a game with my students in order to breaking the ice. Warm up

Each student has to say the phrase: when I went to Europe and I learn to …. Read, jump, run, etc So, one student starts and he says the phrase and the name of any action that he has learned in England, the next student has to say the phrase, the name of action (verb) and he has to say the verb that his or her partner said before, and go on until the sequence comes to the last student in the classroom.

Students will revise vocabulary before to start the main activity.


Pre – reading

 For activating schemata, teacher is going to ask the students whether they like football, what do we need to play football, if is Students will extend good, if is not. So, in the board I vocabulary before am going to draw a big circle and start with the main in the middle of the circle a little activity. one with the picture of a football Activate schemata player “Radamel Falcao”.  Then I am going to ask my students what do they know about football, And at the same time I am going to write all the words that students tell me inside the big circle.

 Before moving to the reading I am going to ask my students to take a look at some images that that I am going to present them.

10 min


Then I am going to ask them about the positions they like

Goalkeeper, defender, midfielder, forward.  After that I will show some pictures of words/phrases that will appear in the reading and maybe students don’t know them, so I am going to use body language or comparisons Words like: Team Score Striker Against Bought

While reading

 Students are going to read quickly without stopping, so I am going to ask them “what is the reading about”. I am going to show some options through images 

Then, students have to read the text once again, but this time they are going to do carefully attentively, and this activity will allow them to catch more information from the reading

Students will read the text and they will be able to identify the main idea of a text.

20 min


 . After this, they have to listen to me while I am reading the text once again in order to hear the correct pronunciation of the words. If it is necessary we are going to read the text again

Students are going to use skimming and scanning in order to understand the text.

Students are going to answer some questions about the reading worksheet (hand out a photocopy)

Post reading

In this stage students have to produce a short text in which they make up a self-biography being a sportsman or a sportswoman (football player). They can use the reading of “FALCAO” as a reference.

20 min


RADAMEL FALCAO GARCÍA ZÁRATE He was born in 10 February 1986 in Santa Marta, Colombia), commonly known simply as Falcao and sometimes nicknamed El Tigre, is a Colombian football striker who currently plays for AS MONACO FC.

Falcao is widely considered to be one of the best strikers in the world, he has played for three different European teams, (FC PORTO, ATLEICO DE MADRID, and AS MONACO FC) in only three seasons at Porto and at Atlético Madrid, Falcao has managed to score more than 100 goals since arriving in Europe. Falcao had played another key role in leading Atlético Madrid into a 12 match winning streak in a single Europa League season, becoming the first team to do so. At the same ti me, Falcao became the first player in history to win two consecutive Euoprean titles with two different teams as well as becoming the top goal scorer again for two different teams.

Falcao's talent has increased his reputation over recent years during his time in Europe. His talents have been recognized as one of the best that even former F.C Barcelona club manager Josep Guardiola has praised him to be sensational and one of the most talented


players in the world. A natural goal scorer, he is known for having a good burst of pace and a powerful header. Falcao is also known for his ability to shoot with both feet.

Name: ______________________________________ date_________________ School: _____________________________________ grade:_________ -after reading Answer the test: 10 minutes Match the correct (1 point each question) Answer the following questions according to the reading 1) Which is the main idea of the text? A. Seleccion COLOMBIA B. football C. AS MONACO FC D. Radamel FALCAO Garcia E. Brazil world cup

2) According to the reading, how old is FALCAO? A. he is 28 years old B. he is 27 years old C. he is 15 years old D. he is 25 years old E. he is 23 years old

3) According to the reading, the position in which FALCAO plays is: A. forward B. goalkeeper


C. striker D. defender E. midfielder

4) In which club, the "FALCAO” won UEFA EUROPA LIGUE A. AS MONACO B. ATLÉTICO DE MADRID C. PORTO AND ATLETICO D. MONACO AND ATLETICO E. PORTO

5) What is the nickname of FALCAO?” A. RADAMEL B. GOLEADOR C. GARCIA D. TIGRE E. MATADOR

LESSON PLAN READING CLASS


Student teacher´s name: Jorge Armando Buriticá Morales Date:

Time: 60 minutes

School: Institucion Educativa Carlos Lleras Restrepo

Grade:

10--4

Number of students: 34

Skill( s) to be developed: Reading comprehension

Standard (s) Addressed:  Comprendo textos literarios, académicos y de interés general, escritos con un lenguaje sencillo.  Identifico palabras clave dentro del texto que me permiten comprender su sentido general.  Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo. Aim(s):  At the end of the lesson students will be able to develop some reading comprehension strategies; skimming and scanning.  Students will be able to understand the main idea of the text.

Required Materials: Photocopies, flashcards, worksheets, posters, speakers, and computer.


Anticipated problems: Anticipated problems:  Lacks of vocabulary, students do not know the most of the words in the reading.  Students do not know how to read and understand a reading in English. Possible solution:  Teacher is going to introduce vocabulary throughout some images.  I will help the students using pictures in order for them to understand the reading.

Stage

Learning activity

Learning activity aim

Time

10 Min. • Bang Bang

Warm up

 Teacher is going to divide the group into two teams.  Explain that they are cowboys and they are involved in a duel.  One student from each team comes to the front.  Get them to pretend to draw their pistols.  Then teacher Says "how do you say..." and he shows a picture with any action.  The first child to give the answer and then "bang bang", pretending to shoot his opponent is the winner.  He remains standing and the other one sits down. I give 1 point for the right answer.

Students will revise vocabulary before to start the main activity.


 For activating schemata, teacher is going to ask the students whether they like phones, messenger, chat, texting and what do they thing about mobile phones, if is good, if is not. So, in the board I am going to draw a big circle and in the middle of the circle a little one with the picture of a mobile phone.

Pre – reading

 Then I am going to ask my students what we can do with a cellphone currently. And at the same time I am going to write all the words that students tell me inside the big circle.

10 min Students will extend vocabulary before start with the main activity. Activate schemata

 Before moving to the reading I am going to ask my students to take a look at some images that that I am going to present them.

Then I am going to ask them about the changes cellphone and communications


have had Shape, size, colors, prices, applications, etc  After that I will show some pictures of words/phrases that will appear in the reading and maybe students don’t know them, so I am going to use body language or comparisons Words like: Messages

Average throw Send Month hate competitors

 Students are going to read quickly without stopping, so I am going to ask them “what is the reading about”. I am going to show some options through images  While reading

Then, students have to read the text once again, but this time they are going to do carefully attentively, and this activity will allow them to catch more information from the reading

 . After this, they have to listen to me while I am reading the text once again in order to hear the correct pronunciation of the words.

Students will read the text and they will be able to identify the main idea of a

20 min


If it is necessary we are going to read the text again

text.

Students are going to answer some questions about the reading worksheet (hand out a photocopy)

Students are going to use skimming and scanning in order to understand the text.

Post reading

In this stage students have to produce a short text in which they invent a competition. They can use the text (mobile crazy) as a reference.

20 min


MOBILE CRAZY

1. There are now more than 4 billon mobile phones in the world. In the United Kingdom people send 78.9 billion text messages and 553millon picture messages every year. That`s over 216 million text messages a day of 9 million an hour. In fact, the average mobile phone user send about 20 text messages a day. 2. Now American fans of mobile phone can show what they can do at the US national texting championship. this year`s championship is 15 years old Kate Moore from Iowa. She sends 14.000 texts a month. Kate can even send a text message with her eyes closed. 3. Of course, some people hate mobile phones. Every year in London there is a special competition called The Mobile Phone Throwing Championship. In this event competitors throw their phones as far as they can. Some women can throw their phone over 50 meters, and some men can throw one over 95 meters. It`s a lot of fun for mobile phone haters.

AFTER READING Match the number (1-8) to the letter (a-h) to complete the information 1. 4 billion

a. meters some men can throw a phone

2. 78.9 billion

b. Kate`s age

3. 216 million

c. m month messages Kate sends ever

4. 9 million

d. text messages a year in the UK

5. 20

e. mobile phones in the world

6. 14000

f. messages an hour

7. 15

g. messages a day for every user

8. 95

h. messages a day

Write the number to each paragraph in the right heading a. American texting championship

____

b. The phone throwing competition

____

c. Texting in United Kingdom

____


SELF ASSESSMENT OF TEACHING READING Carlos Lleras Restrepo School 10th grade Jorge Buriticรก CRAZY PHONE During this process as pre- service teacher I have could learnt a lot from my students and form the teacher Maritza whose experience helped me for my work as a practitioner to be efficient and meaningful for students. However, there is much more to learn in this process. Regarding with the reading class I recorded on 21th Wednesday in the afternoon, I think it was successful in that the proposed objectives were met and standards set for this lesson were covered notwithstanding I took into account some important aspects and I forgot others which should have been included in order to have a perfect class. At the beginning of the class we did a warming up in which I use some images in order to get the students remind the verbs, some of them we would use during the class. Then I introduce the topic throughout some question that elicited the knowledge about the cellphones and its used and its changes in the last 20 years; actually the reading was interesting for the students; even something that called my attention was that almost all of them have smartphones and they were interested in the topic. I asked many questions and I showed a short video clip which showed that those interesting activities happened in real life and thus they felt motivated to understand the reading. At the end of the lesson there was evidence of the comprehension of the text was successfully accomplished.


LESSON LAN LISTENING CLASS Student-teacher´s name: Jorge Armando Buriticá Morales

Date: 30/5/14

Time: 1 hours class

School: Institucion Educativa Tecnica Carlos Lleras Restrepo

Grade: 10- 5

Number of students: 34

Skill(s) to be developed: Listening

Topic to teach: expressing preference: funny movie (listening understanding)

Standard(s) addressed: Listening: •

Comprendo la idea general en una descripción y en una narración.

Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado.

Aim(s) or Terminal objective(s): 

By the end of the lesson, the students will be able to understand the general ideas and specific information from the video clip about a funny movie. (HOTEL TRANSYVANIA)

Required Materials: video beam, laptop, pictures, speakers, markers, copies.

Anticipated problems and possible solutions:  

Lack of vocabulary, students do not know the most of the words spoken in the video. I will reinforce some key words that will appear in the video, I am going to say and pronounce those words, thus when they hear some key words on the movie they are going to understand the video.


 

They do not like movies in English I chose a funny movie, this in going to be interesting for them

Stage

Learning activity

Learning activity Time aim (enabling objectives)

Warming up We need a blindfold for this activity. I Prepare for activity select a student listening class The rest of the students have to laugh like a witch and says who am I? In the first round the student blindfold has to guess who is laughing.

a 15 minutes

If the student guesses who is laughing could continue, if not we change the participant The students who guess more times are going to win a prize

I am going to present sound effects and Introduction at the same time, I am going to paste Introduce video clip of the pictures around the classroom in order vocabulary 10 context to introduce the context so that students will be able to make predictions about minutes the content of the video. Then I am going to ask my students: What kind of movie is?(genre) It is about horror, comedy, action or what do you think? What kind of character could you find in the video?

Pre

I will give meaning of words and 10 phrases that are going to appear in the video through images and body language, furthermore I am going to Prepare the student pronounce those words, thus when they to listen some key


listening

hear those words in the video they are words in a video going to understand what the characters in the video mean.

Appendix 1    

Never go out Trust me Faster get in

The students will familiarize with English words spoken.

I will show to my students a part of a film called “hotel Transylvania” http://megashare.info/watch-hoteltransylvania-online-TlRnMk1nPT0 From 2 minute to 5 minute of the film. In this part I am going to ask some question In order to confirm the predictions they did. What kind of movie is?(genre) While listening

It is about horror, comedy, action or what do you think?

20 What kind of character could you find in Students are going to minutes the video? practice listening and they will have to one more time evidence we are going to watch the segment of understanding. the film, but now from 2 minutes to 10 minutes

In this stage, the students are going to answer some questions about the video in order to check their understanding. Worksheet Appendix 2

10 minutes


Post listening

In this stage I am going to present segment of the movie, and the students will have to write in a paper what is saying the character : Example: In the minute 2: 05 Dracula says his daughter never go out_____

APPENDIX 1

            

go out Trust me Faster get in got it Welcome to daughter cemetery Housekeeping Amusing What`s going on Ok you win I love this guy


 I am so glad  Right now  my little girl APPENDIX 2 WORKSHEET Chose the correct option

1.   

What is the name of Dracula’s girl (daughter)? Mavis Miley Michel

2. Dracula is preparing the____________ of his daughter.   

Graduation birthday first communion

3. Who is the owner of the hotel 

Skeleton

Dracula

Witch

4. Mummy loves________________ 

Frankenstein

The invisible man

Werewolf Write in the box

5. What are the names of the monsters? example: DRACULA


Write false (F) or true (T) 6. was Dracula playing the guitar with her daughter ________ 7. was Dracula cleaning the floor ________

APPENDIX 3 I am going to stop the movie am you have to write exactly what the character says in that moment (we are going to hear that part twice)

A. B. C. D. E.

In the minute 2: 05 Dracula says his daughter never go out_____ In the minute 3:22 Dracula says his girl ____________________ In the minute 3: 32 Quasimodo says Dracula _______________ In the minute 5: 40 Dracula says _________________________ In the minute 9:00 Dracula calls __________________________

APPENDIX 4

VISUAL AIDS AROUND THE CLASSROOM

Fly like a bat

walk like a zombie

howl like a wolf


Scream like Frankenstein

laugh like a witch

talk like a mummy

Dance like a skeleton

float like a ghost

stomp like a monster

APPENDIX 5

Images to paste around the classroom


InstituciĂłn Educativa TĂŠcnica Carlos Lleras Restrepo 4th Jun, 2014 Pre-service teacher: Jorge BuriticĂĄ LISTENING LESSON CLASS This class was clearly the best I had could have as teacher, I felt really well during the class, I felt the students were achieving the goals of the class, and I think this it was successful. When I started the class we performed a warming up, this activity was funny and interesting for the students, furthermore, this game prepared the participants for a listening class because they had to be quiet and attentive, however, at the beginning they were not quiet till they understood the activity , but after that the game was funny. Then it helped the students to be aware of that the class was going to be about listening. And the sound they heard helped them to know what the class was about. Later I introduced some of the words were going to appear in the movie in order for them to understand better the film which was good because they showed understanding in the post-listening when they were answering the questions, furthermore, they participated actively during that stage. Actually, I felt fortunate with my student due to they are not hard to manage, I think they are a good group which pay attention, and they were willing to learn and also to a different class to the everyday, notwithstanding they are not used to have a class totally in English, but that class was good for them, and even a student told me that they start to like the class only in English, and that classes like that, were not difficult. Due to the results of the class, now I know that students prefer visual activities: videos, music, pictures, and using that kind of resources, I can obtain a better understanding of the class and thus better outcome. In this class I tried to speak aloud and I was more


attentive to the students in the back of the room, however, the sitting of the class was in a way they could watch the film and participate. Nevertheless the next time I explain a warming up I need to give the instructions first and an example with student with the purpose of make them understand and not to start in disorder. Because when they stand up and they do not know what to a do immediately they make noise and disorder.

MINI PROJECT CD COVER 1. What kind of music do they like? 2. Check language, past simple and past perfect a. Have you ever listened pop, have you listened rock, bachata, etc. b. What was the king of pop? what have been the most important Colombian singer? c. Who of you have sung? Who had played guitar? Who has played in a band 3. Look at some examples of CD covers a. Look at the design b. Guess what band is in the cover c. What kind of music have this band played? 4. Ask students to think about a band or a singer a. Favorite band b. Favorite singer 5. Vote to decide which is the favorite for the class a. Write it on the board b. Ask some questions about the band  What kind of music did the band paly?  How many people did play in the band ?  When did they band start to play?  What was their first song? c. Write the answers on the board  E.g. The band started in 1998  Write the example of bibliography band 6. Ask they to create a band 7. Create a cover CD 8. Ask they to draw a picture for the band


9. Write in the back of the cover the information of the band  The name  The song  The album  Where the band has played?  When did the band start to play?  What awards have they won?  What countries have they visited?  How many songs have they composed?  What song has been the number one in billboard?


REFLECTION This class was very interesting for student, and also for me because that was one of the few time the teacher was observing me. At the beginning it was difficult for me, and I felt nervous while the class, however, I had adapted the lesson in order to apply the mini project we had showed to my classmates in class before, with the topic I had to teach my students according to the syllabus in school. When I started to talk about music, and shoed some CD covers the students answered in the best way, they participated, and I felt that they were happy for having heard a topic like this for that class, even there was more emotion when I gave them instructions for all the activity (mini-project), and rapidly they start to imagine and talk about their own projects. After that I called the teacher`s attention when I start to involve the topics of the class (present perfect and past simple) I took the role of an interviewer and I start to ask questions about the bands. Where the band has played?     

When did the band start to play? What awards have they won? What countries have they visited? How many songs have they composed? What song has been the number one in billboard?

Notwithstanding the time for that activity was not enough and I only asked some question before the bell, and I had to continue the follow class. That day I felt my class was successful.


Portfolio practicum II 2014  
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