Modulul psihopedagogic

Modulul psihopedagogic - Nivelul II, anul II master

Practica pedagogic

7.02.2015

Student: Simona-Maria Bcoanu

Facultatea de Litere

Master: Lingvistic Aplicat Didactica Limbii Engleze

LESSON PLAN - 1

SCHOOL: Colegiul National Mihai Eminescu, Iasi

TEACHER: Bacaoanu Simona-Maria

DATE: November, the 28th

CLASS: 10th A/upper intermediate

TIMING: 50 min

TEXTBOOK: Upstream Upper Intermediate

Previous work:

- The students are accustomed to varied interaction patterns;

- The students are very good in fluency-oriented activities;

- The students know how to express their opinions and support them with valid arguments

Learner preferences:

- Interaction variety

- Share opinions

Lesson type: Writing Practice

Lesson Topic: Unit 2: Moods and Feelings

Skills: reading, speaking, writing (integrated skills)

Lesson Objectives: by the end of the class students will be able to:

- use specific words when writing a letter or an invitation

- use indirect questions when requesting information

- use appropriate words/structures when writing a text (apology letter)

Didactic strategies:

- methods and procedures: interactive methods, buzz group, conversation, explanation

- teaching aids: textbook, blackboard

- organization: class work, pair work, individual work

Assumption: Ss might need more time for some of the activities

Sequence of activities:

1. Vocabulary practice

Aim:

- To see if the Ss know what words to choose to complete a text

PROCEDURE INTERACTION TIMING

T reminds Ss about the state verbs (what they express) and about the difference between Used to/Be/Get used to

(4.a)/32) and that they had to complete a text about

happiness (7/33).

8/33 T explains the task, goes through the strategy point and explains Ss that they must follow the advice given there. T

reads the title and asks the Ss what that they know about

Feng Shui, then asks Ss to skim the text ignoring the missing words. T asks a few questions to check

comprehension (booming sudden increase associated with business, vibes). Then, Ss do the exercise and it is

afterwards checked orally

T-Ss Ss-T

speaking, reading

Individual work

10 min

2. Pre-Writing: transactional letters Understanding the rubric

Aims:

- To make sure that Ss understood what the elements of a transactional letter are


1/34. T asks Ss if they receive/send emails/

text messages/ letters and what their purpose is. Or if they

consider them important (like the Feng Shui text from the

previous activity) T goes along with the class through the theory box and

reads the rubric. Ss underline the key words. Then Ss

answer the questions.

Ss-T

Pair-work

3 min

(5-6 min)

3. Analysing a letter of invitation

Aim:

- To make students aware of the elements of an invitation.


2/34 a), b), c). T explains the task. Ss complete the task. Check Ss answers.

Ss-T Speaking, reading

a) 1 min b) 4 min c) 1 min

4. Controlled practice

Aim:

- To make sure Ss know how to use indirect questions


3a,b/35. Pair work

T explains the task and allows Ss time to read the extracts. T explains that indirect questions are used in semi-formal

writings. T reads the example and points out the differences

between direct and indirect questions. Ss do the task (the rest of the questions). T checks Ss answers.

T-Ss

Ss-Ss Reading, writing,

8-9 min

5. Writing

Aims:

- Ss rewrite a text in a formal style, using given notes.


4/35. A) T explains the task. Ss read the extract and complete the task in pairs. Check answers.

b) T explains the task and points out that the style of the

extract is too informal. Ss have to match the sentences to the notes and rewrite the text.

Ss-T Writing, speaking

Ss-Ss

3 min 4 min

6. Pre-Writing: understanding the rubric

Aims:

- To make students identify the elements that should be found in a complaining letters.


T explains the task. Ss read the rubric,

underline the key words and complete the task. Check

answers afterwards.

T-Ss

Ss-Ss

Writing, reading speaking

8 min

LESSON PLAN - 2

SCHOOL: Colegiul National, Iasi

TEACHER: Bacaoanu Simona-Maria

DATE: March, the 27th

CLASS: 9th A/ intermediate (B2)

TIMING: 50 min

TEXTBOOK: Upstream Intermediate

Previous work:

- The students are accustomed to varied interaction patterns;

- The students are very good in fluency-oriented activities;

- The students know how to express their opinions and support them with valid arguments

Learner preferences:

- Interaction variety

- Work in pairs/groups

- Share opinions

Lesson type: Vocabulary Practice

Lesson Topic: Unit 6: Better Safe than Sorry

Skills: reading, speaking, writing (integrated skills)

Purpose:

- To encourage the Ss to use the new vocabulary in context

- To increase student-student interaction through group work activities

Lesson Objectives: by the end of the class students will be able to:

- use words concerning technology at home

- describe types of crimes

- use phrasal verbs in complete sentences

Didactic strategies:

- methods and procedures: interactive methods, buzz group, conversation, explanation

- teaching aids: textbook, blackboard, handouts

- organization: class work, pair work, group work, individual work

Assumption: Ss might need more time for some of the activities

Sequence of activities:

7. Checking homework

Aims:

- To make sure that everyone has their homework done right


The teacher checks the homework. In case of mistakes, she asks the Ss to correct them. In case of need,

she gives any necessary explanations.

Ex 3 orally The 10 types of crimes: at the blackboard.

Ss-T; Speaking, reading,

writing

3-4 min

8. Lead-in

Aims:

- To get Ss used to speaking about home technologies


5a/86. The teacher explains the task and elicits or explains the meanings of technophile/technophobe. Ss

complete the task. T checks Ss answers by asking some of them to read their sentences aloud. At the end of the quiz the T does a quick survey of the class to see how many Ss

scored mostly As, Bs, or Cs.

T-Ss Ss-T

Writing, speaking,

reading Individual work

4 min


Aims:

- To make sure that Ss understood how to use indefinite adverbs of time frequency


5b/86. T explains the task and after, elicits

sentences from students around the class.

Ss-T

Pair-work

6 min

10. Inductive presentation of home technologies

Aims:

- to make students aware of several home appliances


6a/86. T asks Ss to look at the pictures 1-6.

T Asks a student to read out the words and elicit answers

from Ss around the class. Ss might also list other devices they have at home.

Ss-T

Speaking, reading

4 min


Aims:

- To make sure Ss know the use of different home appliances


6b/86. T explains the task. Ss do the

exercise. T checks Ss answers Reading, writing 3 min


Aims:

- Ss use phrasal verbs related to the use of different devices and find their antonyms.


7/86. T explains the task. Ss complete the task. T checks Ss answers and elicits them around the class.

Ss-T Writing, speaking

3 min

13. Group-work

Aims:

- To make students work and interact with each other toward a common goal.


T splits Ss into groups. Each group

receives a handout which contains a spidergram and they have to complete it. After that, the group has to create a

presentation of the product they have on their handout.

After that, they will have to choose a spokesperson who

will share the presentation to the rest of the class.

T-Ss

Ss-Ss Writing, speaking

5 min

7 min 3-4 min

14. Controlled practice, pair-work

Aims:

- Students will be able to use the appropriate form of penalties of appropriate words for different

crimes


a) T explains the task. T reads out the title of the text and asks Ss what they think the text might be about. Ss work

in pairs to complete the task. Ask Ss for unknown words.

b) Read through the columns and Ss complete the task. T checks Ss answers.

T-Ss

Ss-Ss

Writing, speaking

5 min

3 min

Homework: writing, 11, p. 87

Metoda I :

Textul original:

(Biatul Ancor) By Tim Burton

There was a beautiful girl

who came from the sea.

And there was just one place

that she wanted to be.

With a man named Walker

who played in a band.

She would leave the ocean

and come onto the land.

He was the one that she wanted the most.

And she tried everything

to capture this ghost.

But throughout all their lives

they never connected.

She wandered the earth

alone and rejected

Nothing could join them,

except maybe one thing,

just maybe...

something to anchor their spirits....

They had a baby.

I t was ugly and gloomy,

and as hard as a kettle.

It had no pink skin,

just heavy gray metal.

The baby that was meant to bring them

together,

just shrouded them both

in a cloud of foul weather.

So Walker took off

to play with the band.

And from that day on,

he stayed mainly on land.

And she was alone

with her gray baby anchor,

who got so oppressive

that eventually sank her.

As she went to the bottom,

not fulfilling her wish,

it was her, and her baby ...

and a few scattered fish.

Version A.

There was a magic pen

who came from the sea.

And there was just one sheet

that she wanted to be.

With a man named Walker

who played World of Warcraft.

She would leave the ocean

and come into his hand.


And she tried everything



they never connected.

It painted them together

alone and rejected

Nothing could join them,

only one thing,

just maybe...

something to anchor their spirits....

They had dinner under the moonlight.

I t was ugly and gloomy,

and as hard as a stone.

It had no pink skin,


The baby that was hungry all the time,


in a cloud of foul weather.

So Walker took all the money




And she was alone


who fell asleep


As she went to the bottom,

not fulfilling her dish,


and they lived happily ever after.

Version B.

There was a beautiful girl

who drew a yellow pea.

And there was just one place

that was full of light.

With a painter named Walker

which played in a band.

It would leave the table

and come onto the land.


And she went in the club



they took a lot of selfies.

She wandered the earth

alone and happy

Nothing would stop it,

except maybe one thing,

just maybe...

stronger for their spirits....

They had a baby.

Pretty and soft,

and as hard as a kettle.

It had no skin,


The rubber that was meant to bring them

together,


in a aluminium foil

So Walker took off




And it was blunt


who got so oppressive


As she went to the top,

not fulfilling her wish,


and a few scattered fish.

Activitatea are loc in stadiul de Pre-Reading

Pentru aceast activitate am ales o poezie scris de Tim Burton din colecia sa intitulat Melancolica Moarte a Biatului Stridie i alte Poveti. Acest poem, la fel ca i celelalte, este caracterizat de umor negru si de ironie i prezint trista poveste a trei persoane care niciodat n-au putut funciona ca o familia normal: mama este, cel mai probabil, o siren care triete in adncuri, tatl este mai mult preocupat de trupa n care cnt, iar copilul este o povar.

Pornind de la original, am ales s creez dou versiuni ale aceleiai poveti, ns cu versuri amestecate, iar

elevii vor trebui s i pun unul altuia ntrebri pentru a ajunge la o versiune comun, cea adevrat. Pentru

aceasta, ei vor trebui s acorde atenie elementelor de versificaie (rim, ritm, msura versurilor). Consider c

aceast metod didactic este interactiv deoarece elevii vor fi motivai s termine activitatea, ntruct

povestea este puin neobinuit i interesant, atractiv, din punctul meu de vedere. (10 min, clasa a XI-a)

2. Tehnica Lotus:

Activitatea are loc la sfarsitul lectiei, dupa exercitiile de vocabular.

Primete fiecare grup ( de 5 elevi) cte o foaie cu o floare de nufr care, in centru conine o

imagine cu un dispozitiv electronic si alte 8 ramuri ce trebuie completate. Dup care, fiecare grup i alege

un lider care va prezenta acel obiect in faa clasei. In final, in funcie de ct de bine i-au prezentat

dispozitivul, prezentatorii primesc voturi din partea celorlali. (15 minute, clasa a IX-a)

Add words to your spidergram, then make up sentences using the words in order to make up a presentation of

the product given below.

satellite dish

floppy disk

withdraw

memory

ID

card

address

Metoda 3: Lanul Povestirii (Chain-Story)

Aceasta activitate are loc in stadiul de While-Writing

Elevii sunt mprii n grupe de cte 4. Pe o foaie de hrtie fiecare grup scrie: Once

upon a time there was a beautiful princess warrior who lived in Brooklyn, NY. Acum elevii

trebuie s continuie povestea scriind urmtoarea propoziie i apoi o dau mai departe celui din

partea stng din grup. Fiecare are dreptul s scrie o singur propoziie. Apoi copiilor li se

cere s i aleag un lider care s citeasc povestea n faa clasei. (6 minute, clasa a IX-a)

Test de evaluare

Past form of Verb To Be

A) Put these sentences into the PAST. Use past form of verb TO BE :

1. Jane and Michael are tired. .

2. Shes in the park. .

3. Its a sunny day. .

4. Youre late. .

5. They arent hungry. .

6. We arent at work. .

7. Im thirsty. .

8. You arent at school. .

9. Were at the cinema. .

10.Paula isnt happy. .

11.Everyone is excited. .

12.Im not afraid. .. ...

B) Choose WAS or WERE and circle it:

1. He was / were a policeman.

2. We was / were very happy.

3. Was / Were you happy?

4. They wasnt / werent interested in.

5. I was / were at school.

6. It wasnt / werent expensive.

7. Was / Were she your teacher?

C) Are these statements TRUE or FALSE? Correct the FALSE statements using WASNT or WERENT:

Example: a) Bill was an old man during the First World War. FALSE- Bill wasnt an old man during the First

World War.

b) Bill was in the army. TRUE

c) Bill was in Poland. ..

d) Bills wife and children were in Italy. .

e) It was dangerous in London.

f) There was a lot of food in London. ..

g) The children were quite old.

h) The children were frightened. .

D) Make questions about the text using WAS or WERE:

Example: a) How old / Bill / during the First World War? How old was Bill during the First World War?

b) / Bill / in the army? ?

c) Where / Bill? ..?

d) Where / Bills wife and children? ..?

e) / It dangerous in London? ..?

f) / there bombs? ?

g) / there a lot of food? .. ?

h) How old / the children? . ?

I) / the children frightened? .. ?

E) Read the interview and answer the questions:

Bill Jenkins is 100 today.

Interviewer: Bill, I expect life is very different today than a hundred years ago. What was it like?

Bill : Yes, it is very different. Life was much quieter then. There are so many cars now. There werent any

cars when I was a boy.

Interviewer: Were you happy as a child?

Bill : Oh yes, I was very happy, but Im still happy now!

Interviewer: Tell me about your family.

Bill : Well, my father was a postman and my mother was a cook. We werent rich, but we werent poor

either. There were five children. My brothers and sisters were all younger than me but Im the only one

still here.

1. Were there any cars when he was a boy?

2. Was he happy or sad when he was a child?

3. What was his mothers job?

4. How many children were there in his family?

5. How old is Bill Jenkins?

F) George and Sally have been married for 50 years. They are talking about their first house. Use WAS or

WERE and a word from the box to complete their conversation:

Example: George : The house was warm. Sally : No, it .was cold. ..

1. George: The garden was small. Sally : No, it ..

2. Sally : The neighbors were French. George: No, they .

3. George: The living-room was red. Sally : No, it .

4. Sally : Our first chairs were expensive. George: No, they

5. George: The kitchen was old. Sally : No, it

6. George: The local shops were good. Sally : No, they

Barem:

A) 12X1.25 = 15 p

B) 7X2.25 = 15.75 p

C) 7X2.25 = 15.75 p

D) 8X2.00 = 16 p

E) 5X2.50 = 12.50 p

F) 6X2.50 = 15 p

Oficiu: 10 p

Total: 100 p

new Italian big green

cheap cold bad

Modulul psihopedagogic

Documents

Transcript of Modulul psihopedagogic