INITIATION TO THE TEACHING PRACTICUM

Implementation of TBLT in the teaching practicum.

Task design number 1

Task Designed by: Angie Córdoba & Michelle García for grade: 2nd& 3rd

Task:

With a partner, illustrate and describe the sequence of a comic story given by the teacher with the help of a
poster. (Superman, Batman, Ironman, Spiderman Story)

Useful prior knowledge (What students have already learned that is useful for them to perform the task)

● Emotions (happy, scared, sad, angry, excited)

● Clothing (swimsuit, pants, shirt, shoes, shorts, jacket)
● Cardinal numbers (one, two, three, four...)

What students need to learn to perform the task:

● Pronouns (He, she, I, They)

● Verbs (to be, fly, win, wear, help)

● Ordinal numbers (First, second, third, fourth…)

Linguistic aims:

At the end of the task students will….

● Be able to understand and use the simple present to mention current events
● Understand and describe the sequence of an event
● Use known vocabulary to talk about situations

Pragmatic aims:

At the end of the task students will be able to ….

● Recognize some differences between the story context and their context.
● Recognize and express the message’s intention based on intonation patterns

Sociolinguistic aim:

At the end of the task students will….

● Perform properly in a public domain when expressing ideas with informal register. (Good morning,
thanks, show emotions while telling the story)
● Engage an audience using body posture, gestures, and voice projection

This task is related to the module 2: Peace and living together from the Suggested Curriculum.
 This task is related to the National Standards:

Guía22

● Expreso mis sentimientos y estados de ánimo.

● Uso gestos y movimientos corporales para hacerme entender mejor.
● Describo algunas características de mí mismo, de otras personas, de animales, de lugares y
del clima.

● Sigo la secuencia de una historia sencilla. (lectura)

● Disfruto la lectura como actividad de esparcimiento

In this task we will work on the following Basic Learning Rights:

● Understands the sequence of a simple short story about familiar topics and retells it using pictures and
previously studied words
● Expresses simple ideas about topics he/she already knows, using simple words or phrases
● Answers simple questions about descriptive short texts, in written or oral form, related to familiar and
classroom topics.

UNIT DESIGN

Step 1: SCHEMA BUILDING

First week. Lesson 1:

- Listen carefully to the story about superheroes that the teacher will tell and look at the
pictures that will be shown.

- Identify the known aspects such as the emotions and clothes seen in the illustrations
and tell them when being asked during the story.

- Follow the teacher with the pronunciation of the words.

- Make connections between emotions and actions (cause and effect) to introduce
implicitly the sequential aspect of a story in the present simple tense.

Second week. Lesson 1:

- Look at the pictures (illustrations of the human body and of people wearing clothes)
that are posted around the classroom and move around them to better observe them.

- Share what was observed. All the details that could be found.

- Pay attention to the picture description given by the teacher (using possessive
pronouns and making connections with the parts of the body and clothes)
Step 2: CONTROLLED PRACTICE

First week. Lesson 1:

- Pay attention to the previous story again

- In pairs, complete a worksheet by circling the corresponding names that are below
three illustrations (people, action, and emotion) in order to practice the understanding
of cause and effect regarding emotions and actions and the sequence of an event,
e.g., People picture (choose between he/they an circle) + action picture (choose
between two verbs and circle the appropriate one according to the picture)+ emotion
picture (choose between two emotions names and circle the one that is illustrated)

Select the appropriate options according to the pictures

He/TheyFly/Jump Happy/Angry

Second week. Lesson 1:

- Missing flashcard game. This in order to review vocabulary.

- Pass in front of the board and take a look to the picture that is next to one phrase or
sentence.

- Observe carefully and then, complete the missing word, e.g., I wear blue ____.

- Elicit the other classmates to say along the teacher the phrase or sentence.
Step 3: AUTHENTIC LISTENING OR READING

First week. Lesson 1: Listening

- Match in a worksheet sentences expressing emotions with images related to it. (ex. I
feel sad; they are angry)

- Individually, listen to an audio three times about a child daily routine in which he
expresses the feelings about situations.

- Pass in front of the board and write a number from 1 to 5 in front to each situation
according to the order of the routine. (Ex. I feel sleepy when I get up at 6:00 every
day)

- Make a drawing of the own daily routine (include clothes, colors, and feelings
vocabulary)

Second week. Lesson 1: Reading

- Answer true or false in front of 5 statements where daily actions are described
according to the personal experience. (I wear jeans every day, I wash my hands, etc.)

- “The treasure hunt”. Follow the given instructions in groups of three students. The
instructions will include cues to find the final treasure. While finding the treasure there
will be sentences of a story to organize with a daily routine sequence using ordinal
numbers from first to sixth (Go and read the clue pasted in the door: I have breakfast
every day at 5:00 a.m.)

- Having the “treasure” found which is the complete story with some candies, compare if
the order you wrote match with the story order. If not, correct with your partners’ help
and distribute the candies equally.

Step 4: FOCUS ON LINGUISTIC ELEMENTS

First week. Lesson 2.

 - Listen again to the audio about the child talking about his daily activities.

- In a paper or notebook, write down some specific details such as some actions (I
wake up early) or feelings (Angry) that the child mentions in the audio.

- Once these aspects are identified and written down, tell how each of the aspects
chosen sounded (volume of voice and force) when mentioned in the routine and
guess what the intention of the message is.

Second week. Lesson 2.

- Join in teams of 5-6 people.

- Pay attention to what the teacher says and does in the guessing game.

● I put on this on my head

● I put on my pants on them

Expected answer: Cap!

- Think of what the clothing item or part of the body the teacher is describing and say it.

- The team which has got more points will win and get a prize.

Step 5: FREER PRACTICE

First week. Lesson 2. Speaking Mingle activity

- Stand up, walk around and find a student to ask and answer WH questions given by
the teacher related to their personal emotions and feelings according to specific daily
situations.

- Change turns to ask the questions.

- When answering the questions, take into account volume/force of voice identified in
the previous exercise in order to give intention to the answer.

● How do you feel when you get up in the morning?

● What is the emotion when you play in the snack?

 ● Why some children cry in the school?

First week. Lesson 2. Speaking Pyramid activity

- Individual Order: The activity starts with the students giving order to a given
routine which includes 7 images accompanied by sentences. It’s important to
note that each of the seven items needs to have a unique number from 1-4
(there can be no two items with the number 2, for example).

- Partner Order: In pairs, students have to come up with ONE mutual list, so the
students will have to come to an agreement if they have a different events’
organization.

- Group Order: After the partner organization, split the class into larger groups
where the students will have to come to a consensus to make one common
list.

Step 6: PEDAGOGICAL TASK

First week. Lesson 2. (Poster design)

- Selection of the partner playing “Follow the leader”. Three commandments are going
to be said before asking the students to be organized by the birthday month.

● Make groups of 10 students.

● Make groups of 4 students.

● Make groups of students who have the same first letter in the name.

● Make groups of students who was born in the same month.

- Distribution of comic stories randomly by playing catch a star. Each group will select a
star from the board that contains the superhero.

- Explanation of the poster session guidelines (images size, organization)

 - Read the story individually, and then with the partner.

- A given worksheet contains 4 sentences they have to organize according to the

comic.

- In the notebook, divide the sheet in 4 parts, and make drawings according to the
sentences given in the last step. This will be the draft for the poster.

Second week. Lesson 2 (Implementation of the task)

- Join the partner assigned last week and look for a suitable place in the classroom.

- Read carefully the assigned story again.

- Replicate the drawings made in the sheet in a poster given by the teacher. Make
changes to the drawings if necessary.

- Pay attention to the poster presentation made by the teacher. After this, the guidelines
of the presentation will be given.

- Rehearse with your partner what you will say when explaining the poster. Use the
memo cards or notes when rehearsing if needed.

- With you partner, present the illustrations of the poster by retelling the story and its
sequence.

● How many classes do you need to develop all these steps?

Taking into account that the new topics to be taught can be related to the already learnt in last lessons, we
consider that we need 4 classes to cover all the content and make practice of it before the implementation of
the task.

● How are you going to assess the students during the process?

In the assessment of the students is going to be considered collaborative teamwork, participation, and
activities accomplishment.

● How are you going to evaluate the students’ final performance?

The evaluation of the student’s final performance is going to be through a rubric in which the criteria will include
aspects related to reading comprehension, handwriting and oral expression according to their level.
Michelle and Angie, I think the topics of your task are daily routines and emotions, Which are very interesting.
However, I am still very confused because I am not sure if students are going to read, write or tell about any
story or about their routines. I think you need to restate the task. Answer these questions to state the task:
What are they going to do? What topic are they going to work on? How are they going to show their
performance? With whom they are going to share it?

The activities proposed for each steps of the task are not perfectly designed but they are very closed to the
ideas proposed in the theory we have shared in class. I think in some cases you have too many activities. In
some cases I think they are too hard for the students. I know this will also depend on the material and on the
scaffolding you will provide to kids. Mind that the task is within their ZPD.

As I said before I have not understood what you mean by first week and second week, etc. I think 2 weeks
working on a single step would be too much.

I think after rethinking on the task, it will be very engaging to the students. To make sure that happens, it is
also necessary to include variety in the activities you will develop in your lessons. Make sure you have
kinesthetic activities, song, games. Etc.

Please read all the comments. You need to think on the aspects I mentioned and make sure they are evident
in your LPs.

Incorporate the feedbackand Continue working on the rest of the design. Please work on this same file so I can
see the changes and new aspects you include.

Due date Sunday 20th.

Girls, I did not see the rest of the design. I am glad you take into account the feedback. However, it was also
important to see the rest of the design

Grade: 3.7