Lesson Plans Primary Period

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – Tutora: Prof. Graciela Inés Manzur
Lesson Plans – Practicum – Second Period
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
ALUMNAPRACTICANTE: Myriam BeatrizTielve
Compañera consultada para corrección: PaulaSchulze
Períodode Práctica: Segundo– Nivel Primario
InstituciónEducativa: InstitutoJuanade Ibarbourou
Dirección:AvenidaGral.Rojo4415 – Gregoriode Laferrere – BuenosAires
Sala/Grado/Año: 5to C – Turno Mañana
Cantidad de alumnos: 36
Nivel Lingüisticodel curso: Elemental
Tipo de Planificación:Clase
UnidadTemática: Nuestrovecindario
Clase N°: 5
Fecha: 10/08/2015
Hora: 8. 30 – 9.20
Duración de la clase: 50´
Fecha de la primera entrega: 6/08/2015
 Teaching Points: Askingforand givingdirectionsaboutplacesinthe neighbourhood.
 Aims and goals:
 Duringthislesson,learnerswill be able to…
o Improve theirlisteningskillsbyunderstandingmessagesinauthentic
recordings.
o Askfor and give directionsaboutcertainplacesintheirneighbourhood.

2. o Developtheirspeakingskillsbyfollowing peer´sinstructionsto interact
withtheirpartners ineverydayconversations.
o Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION
Greetings
Hello!
Goodbye!
The Imperative
Sitdown!
Listen!
Look at!
Standup!
Placesin town
School;kiosk;
butcher´s;train
station;house;
library;park;
busstop;
greengrocer´s;
taxi stop;
pharmacy;
chemical shop;
neighbourhood.
Prepositionof
places
Nextto;
between;
opposite;in
frontof.
-Greeting
people.
-Giving
commandsand
instructions.
-Identifyingand
namingplaces
intown.
-Askingand
answering
questionsabout
locationof
certainplacesin
the
neighbourhood
-Wh-
Questionsin
the simple
present
-How are you
today?I´m
fine.
- Where isthe
+ place in
town?It´s +
prepositionof
place + place in
town
-Questions
with Yes/No
answer
-Isthere…?
Yes,there
is/No,there
isn´t.
-Are there…?
Yes,there
are/No,there
aren´t.
-Polite
requests
-Let´ssit
down/lookat
the
board/work
withyour
partner
-Listentoyour
partner,
please!
Recognitionand
use of the sound
|ɑː| inpark
|uː| inschool
|ʊ| in
neighbourhood

3. NEW Introducing a
conversation
-Excuse me!
-Askingforand
givingdirections
aboutcertain
placesina
neighbourhood.
-Wh-
questionsin
present
simple
- Where isit?
It´s nextto +
place intown
+ (on+ name
of the street)
Recognitionand
use of the sound
|ɪ| in excuse
 Teaching approach: The communicative approach,the studentsare expectedtoshare
informationinthe contextof aneighbourhood.
 Integrating skills: Recallingandspeakingbyinterchanginginformationaboutthe new
teacherat school. Listeningandwritingbycompletingaworksheetinthe presentation
stage and listening,speakingandidentifyingwhiletheyare exchanginginformationwitha
partner.
 Materialsand resources:Photocopiesof anactivitytoperforminpairsby students,
photocopiesof aworksheettoperformthe listeningactivity,flashcardsof some placesin
the neighbourhoos, mylaptopandspeakers, anda picture of a teacher.Colouredchalks
justin case there are notenoughinthe classroom.
 Pedagogical use of ICT inclass: Studentswill listentofourdialoguesrecordedforthis
lessonwithmylaptopinmp3.They will have tocomplete aworksheet.
 Seatingarrangement: The studentswill sitattablesingroupsof six because itisa school
policyandthere isno otherpossibilitydue tothe piecesof furniture available inthe
classroom.However,Iwill askthemtoworkwiththe partnerwho issittingnexttothem
duringthe interactive activity. Ihave alreadyworkedwithinteractiveactivitiesandthere
was notany kindof disruptive attitude.Butincase there isan attemptI will sitnearthe
studentsandtalkwiththemabouttheirwrongattitude.
 Cooperative work: The studentswillworkina cooperative waywhile askingforandgiving
informationinthe interactive activity.
 Possible problems/difficultiesandtheirsolutionsduring the class: It is possible thatsome
of the studentsuse L1 while theyare performingthe activitywiththeirpartner.If this
happensIwill encourage themto use L2 by modelling andusingthe repetitiontechnique.

4. As studentsare notusedto performinglisteningactivities,theywill probablyneedto
listentothe recordingmore thantwice.
If there is anyproblemwiththe technology,Iwillreadthe dialogueschangingmytone of
voice to imitate MissSusananda studentinthe street.
 Potential problemsstudentsmay have with the language: It is possible thatstudentswill
have some problemsinusingthe prepositionstotalkaboutthe locationof shopsand
facilitiesintheirneighbourhood.If thishappensIwill model the activitywithastudentat
random,use gesturesandpointto the map onthe board.Anotherpossibilityisaskingwith
twopossibilitiestochoose:“Isthere a clothesshopnexttothe school or nextto the
butcher´s?”EA: “Nexttothe butcher´sor It´s nexttothe butcher´s.”
 Assessment:Iwill assesslearner´scomprehensionandunderstandingthroughtheiroral
interactionsandtheirparticipationanddevelopmentduringthe activities.
Routine: 5´ to 7´
Purpose:to greetstudentsand get them into a positive mood to start the lesson.
I will come intothe classroomandgreetthe students“Hello!”EA:“Hello!”“How are you today?”
EA: “I´m fine!”.ThenIwill elicitfromthemthe date andthe weatherinthe followingway:
T: “What´s the date today?”EA: “Monday the tenthof August”If the studentscan´t produce the
accurate answerI will encourage themthroughquestions:“Is todayMondayor Tuesday?”EA:
“Monday” “ Yes, It´s Mondaythe tenthof…” “Is todaythe tenthof Julyor August?”EA: “the tenth
of August”.AsI followedthe same routine inpreviouslessonsIwill call avolunteertothe board
and ask himor herto write the date on it.I will proceedinthisway:
T: “Who wants to write the date onthe boardtoday?Anyvolunteer? EA:Some of the studentswill
raise theirhands,or theymayanswer“I or me”.I will have a piece of chalkinmy handand I will
handit into the student. ThenIwill follow the same procedure asabove toencourage the whole
groupto helphim/her.
T: “Well done,kids! Nowlet´scall backto our classroomto MissSusan!
Warm up : 7´ to 10´
Purpose:to activate previousknowledge relatedtothe contextthey were presentedinthe last
lesson.
I will hangonthe boardthe posterof Miss Susan.

5. Source: http://azcolorear.com/dibujos-de-maestras-para-colorear
T: “Ok, kids!Do yourememberthe name of thisnew teacheratschool?EA: “Yes!/Yes,we do!
/MissSusan!”
T: “Well done!IsMiss Susanfrom Laferrere?”EA:“No/No,she isn´t.”
T: “That´s right!Where isMiss Susanfrom?”EA: “Bariloche/She isfromBariloche.”
If the students don´trememberwhereMissSusanisfrom, I will askthemquestionswithtwo
possibilitiestochoose:
T: “Is Miss Susanfrom Jujuyorfrom Bariloche?”EA:“FromBariloche!”
T: “Well done,kids!AsMissSusanis fromBariloche she doesn´tknow ourneighbourhoodandshe
isnow inthe streetasking fordirectionstoa studentof Juanade Ibarbourouschool.”
T: “In our last lessonwe listenedtoMissSusanspeakinginthe street.Doyouremember?”EA:
“Yes/Yes,in the computer.”

6. T: “But we haven´tlistenedto all MissSusan´sconversations.Please,take yourphotocopywiththe
listeningactivityoutof yourfolderandwe are goingto listentoMiss Susanagain!”(Iwill have my
ownphotocopyinmy hand) EA: “Yes!”The students will take theirphotocopiesoutof their
folders.Iwill take extraphotocopieswithme incase some studentshave lostitortheymissed
some of the previouslessons.Thisisthe photocopythe studentswill take outof theirfolders:
LISTENING ACTIVITY
IN THE NEIGHBOURHOOD
You are goingto listentoMissSusanaskingfor directionsinthe neighbourhood.
1- Listento the dialoguesandtick(√) the wordsyou hear:
2- Listenagainand use the wordsyou ticked(√) inexercise 1to fill the blanksinthese dialogues:
 Dialogue number 1:
Miss Susan:Excuse me!Is there a _________ nearhere?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s ________ _______ the school on FajardoStreet.
Dialogue n° 1
Kiosk bookshop
Next to
Dialogue n° 2
Pharmacy between
bookshop
Dialogue n° 3
Train station clothes shop
library
Dialogue n° 4
Butcher´s train station
supermarket

7.  Dialogue number 2:
Miss Susan:Excuse me!Is there a ___________ near here?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s ___________ the clothesshopand the supermarket.
 Dialogue number 3:
Miss Susan:Excuse me!Is there a ____________ nearhere?
Juan:No, there isn´t.
 Dialogue number 4:
Miss Susan:Excuse me!Is there a ______ __________ nearhere?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s near the bus stopon RojoAvenue.
WELL DONE!
Source : My owndesign.
Transition: “Has everybodygota photocopy?Great!Let´slistentoMiss Susanand a studentinthe
street!
Presentation:10´ to 15´
Purpose:to fostercomprehensionofauthenticdialoguesin a neighbourhoodby completinga
worksheet.
T: “In our last lessonwe workedwithactivitynumber1in our worksheetbutsome students
misseditsowe are goingto start again.”As some studentsworkedwiththe firstthree dialoguesin
the previouslessonIwill givethe instructionsinteractingwiththem.Iwill mime andmodel the
actionwhile Ispeak.
T: “Who are we goingto listento?”EA: “To Miss Susan.”
T: “Where is MissSusan?” EA: “Inthe neighbourhood”
T: “How many dialoguesare we goingtolistento?”EA:“Four”

8. T: “That´right! While youlistenyouhave totickthe wordsyou hearineach dialogue.Iwill readthe
wordsaloudindialogue number1and youwill repeatthe wordsafterme!” As studentsworked
withthisdialogue the previouslessonIdon´tthinktheywill have anyproblemwithlisteningtoit
againand checkingthe wordstheyhave alreadychosen.
T: “Are youready?Let´s listentoMissSusanand the studentinthe street!”
Onlyforpedagogical purpose Ihave recordedfourdialoguesinmp3and I have uploadedthemin
my owngoogle drive
https://drive.google.com/drive/folders/0Bx_Fk6rzJPgnfmlHdE9OSXRyX3VYWWYyUkVTb3p3dmtHS
2wzSGo3akdiWWYxbzNhdDhIa1U
I have sharedmy dialogueswithyouCeciliaZemborain,withGracielaManzurandwithmy partner
PaulaSchulze whoismy peercorrector.Inthese dialoguesyouwilllistentomyownvoice andtwo
of mychildren´svoices,María Laura SaladinoandJuanPabloSaladino.
These are the dialoguesintheirfull version:
In the neighbourhood
Dialogue number 1
Miss Susan:Excuse me!Is there a kiosk nearhere?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s nextto the school on FajardoStreet.
Dialogue number 2
Miss Susan:Excuse me!Is there a bookshop nearhere?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s between the clothesshop andthe supermarket
Dialogue number 3
Miss Susan:Excuse me!Is there a library nearhere?
Juan:No, there isn´t.

9. Dialogue number 4
Miss Susan:Excuse me!Is there a trainstation nearhere?
Juan:Yes, there is.
Miss Susan:Where isit?
Juan:It´s near the bus stopon RojoAvenue.
Source:My ownrecordingcontext.
I will playthe recordingstwice.(Inthe previouslessonstudentsneededtolistentothe same
dialogue three timesasitwas the firsttime theywere exposedtoalisteningactivitylike this.
Maybe thistime listeningtoittwice oronlyonce if all the studentshave alreadydone it will be
enoughbutI will prioritize students´needs.We will checkthe answerswiththe students,Iwill
give thema positive feedbackandthenIwill explainthe secondactivityinthe followingway:
T: “Now,kids!Let´s goto activitynumber2! Listentothe dialoguesagainandfill inthe gapswith
the wordsyou have tickedinactivitynumber1.“I will model the activityonthe boardandI will
playonlythe firstdialogue tocheckunderstanding.ThenIwill proceedwiththe otherdialoguesin
the same way.
Whenthe activityhas finished,Iwill askstudentstochecktheiranswerswiththe partnersitting
nextto them:
T: “Ok, kids!Nowcheckyouranswerswiththe partnersittingnexttoyou!”I will mime the action.
AftertwominutesIwill asksome studentsatrandomto come to the front of the classto roleplay
the dialogueswiththeirpartnersoasto checktheiranswerswiththe whole groupandscaffold
the followingactivity.
T: “Who wants to readdialogue number1withhis/herpartnerina loudvoice tothe rest of the
group?Is there anyvolunteer?”EA:“Me or I, teacher.”
Transition: Well done,kids!It´stime toworkwiththe partnersittingnexttoyou!
Development:15´ to 20´
Purpose:to exchange informationwitha partner about a new neighbourhoodusingthe new
structure presented.
Thistime I will handinthe photocopiesmyself tobe sure thattheyare goingto workwiththe
rightphotocopywiththeirpartner.
These are the photocopiesIwill handintoeachstudent:

10. Source:DesignedinAutoCAD;2014 by Civil EngineerMariaLaura Saladino.Onlyforpedagogical
use.I will drawa questionmarkinthe blankspacesandhighlightthe name of the shopsinthe
heading before printingthe photocopies.

11. Source:DesignedinAutoCAD;2014 by Civil EngineerMariaLaura Saladino.Onlyfor pedagogical
use.I will drawa questionmarkinthe blankspacesandhighlightthe name of the shopsinthe
headingbefore printingthe photocopies.
I will model the activitywithone of the studentswhile Igive themthe instructions:
T: “Pay attention,kids!Lookatthe map in yourphotocopiesandIwill aska studenttoread aloud
the instructionsandexample inhis/herphotocopy.”Whilethe studentsare readingthe
instructionsintheirphotocopiesIwill hangthe followingflashcardsonthe board and write
sentencesunderthemforstudentstobe remindedof the meaningof eachpreposition:

12. The kiosk is next to the library.
The butcher´s is between the greengrocer´s and the train station.
The school is opposite the park.
Source: Google images. https://www.google.com.ar/webhp?sourceid=chrome-
instant&rlz=1C1AFAB_enAR532AR532&ion=1&espv=2&ie=UTF-8#q=ggogle%20images
Aftersome minutes…“Have youfinished readingthe instructions?”EA:“Yes!”
T: “Renata come here,please!Renatawillbe studentA andIwill be studentB.Renata needs
informationaboutapharmacy,a chemical shop,a library,a taxi stopand a greengrocer´s.Ineed
informationaboutasupermarket,alibrary,abookshop,abutcher´sand a clothesshop.We will
ask eachotherto get thisinformation.Let´sdoitRenata!”
I will model the activitywithherinfrontof the whole group.I will alsouse mime andgestures
while Iam givingthe studentsthe instructions. If the studentsdonotrememberthe prepositionsI
will pointtothe flashcardsonthe board and the sentences writtenunderthem.

13. T: Thanks,Renata!Sit downandwork withthe studentsittingnexttoyou!If the instructionsand
modellingwere nottotallyclear,Iwill askanotherstudenttoperformthe activitywithme again.
Duringthe activityI will go roundthe classroompromptingwordsorphrasesstudentsdon´t
remember,elicitingvocabulary throughquestionswithtwopossiblilities (Isthere apharmacyin
your map?Is itnextto or opposite the kiosk?) andencouragingshystudentstotake partin the
activity.
If I have enoughtime Iwill asksome studentstorole-playthe anyof the dialoguesinfrontof the
classto check pronunciation.
Transition: Excellent,kids!It´stime tofinishthe lesson!
Closure: 5´
Purpose:to assignthe homeworkfor the followinglessonand greetthe studentsgoodbye.
As itis expectedtobe mylastlessonwiththisgroup,theirteacherAliciaGamari,toldme thatshe
wantsto assignthe homeworkforthe nextlessonherself andshe needstoevaluatethemina
writtenway. Therefore Iwill leave herenoughtimetodo so.
T: “Well kids!Thisismy lastlessonwithyou!Youhave reallybeensonice tome!And I
congratulate all of youbecause youhave workedinan enthusiasticallyway!See youone of these
days!Bye,bye and a big hugto you all!”
ThenI will handinall the material Ihave usedin myclassesto the teacherand thankherfor her
kindnessandguidance!
Cecilia
As youhave seenI have includedinmyplan twoof the activitiesdesignedon plannumber4. In
my journal of lastTuesdaylessonIexplainedthatIhadto go back withthe explanationof
prepositionsasstudentsseemednottorememberorunderstoodthem.Forthatreason,we were
short of time as lessonsonTuesdaysare interruptedbyabreak inwhichI playa game inEnglish
withthe studentsandthe teacherAliciaGamari.
Myriam