First Assignment

1. PRÁCTICA DOCENTE II
Prof: Aurelia Velazquez
Alumna: Bruno Silvia
27-08-2019
ASSIGNMENT I: MOCK LESSON PLAN
DEADLINE: August 27, 2019
This assignment aims at putting theory into practice. Creativity will play a key role, as well.
In Unit 5 of Didáctica Especial para Nivel Primario, we are planning a complete lesson
plan. Remember both subjects are closely related.
Here are the instructions:
This assignment is about lesson planning. You should include all resources you are
planning to use (visual aids, audiovisual materials, etc), i.e. you cannot just mention “the teacher will
show some flashcards” – you should include them in the plan.
Imagine that you are teaching a group of 24 4th
graders. It is their first year attending English
lessons. They have English lessons twice a week.
You have to introduce TALKING ABOUT ROUTINES to 4th
graders. Think about your
communicative aims and context for such a lesson in 40 minutes. Try to emphasise listening and
speaking skills in this lesson plan.
Hands on!!
Con formato: Español (Argentina)

2. Trainee: Bruno Silvia
Class: 4th grade
Timetable (date-time): Twice a week
Class time: 40 minutes
Students’ language level: Beginners
Thematic Unit: Talking about Routines
Class #:
Lesson Aims:
 To talk about daily routines
 To teach vocabulary related to routines
 To develop Learners’ listening and speaking skills
 To recycle “The Time” and times of the day
 To encourage Ls speak and discuss about every day activities
 To foster Ls interaction and collaborative work
Materials: Flashcards of daily routines, projector, student’s book p76, survey
sheet.
Language Focus:
Lexis Function Structures
Vocabulary related to
Daily routines:
-wake up- get up- take a
shower- eat breakfast-
brush the teeth- go to
school-get home-do
homework-watch T.V-
eat dinner- go to bed-
Talking about Routines Present Simple
Affirmative
Routine:
Timing: 3’ minutes
Aim:
 To say hello
The teacher greets sts by singing “Hello song”. Then she will ask them about the
date and the weather like this:
T: Hello, How are you today? Oh! That’s good! Let’s sing together.
https://www.youtube.com/watch?v=x23rTDl4AMs Comentado [AV1]: You must include the lyrics, too.

3. T: That was great! Oh! What date is it today? Yes, it is. Today is Monday, ___ and
What’s the weather like today? (by looking at the window) Yes, It is sunny. (by
encouraging Ls to answer). Then she will ask one learner to go and pick up the
flashcard with the corresponding day word (these could be on the teacher’s desk or
stick on a wall in the classroom) the teacher will paste it on the left at the top of the
board, the same with the weather.
Warm up:
Timing: 10’ minutes
Aims:
 To elicit vocabulary and structures taught in previous lessons such as “The
time” and “Times of the day”
 To introduce the new topic: “Talking about Routines”
 To develop Ls speaking skills
The teacher will ask Ls what time it is by pointing to the clock on the wall to elicit
The Time and she will ask one learner to set the time in the cardboard clock in the
classroom. She will say: Ok, It’s 10 o’clock and you are here in your English class.
You are here on Mondays. (she will use body language: gestures for Ls
understand what she means with “here”) and … (she will encourage Ls to answer
“Wednesdays”) she will ask Ls if they like Mondays, and why or why not. After that
she will ask them what they usually do on Mondays and brainstorm what Ls say on
the board with the title “My routine”.
She will say: Now let’s see what everybody does every day.
Then she will invite them to be quiet to watch and listen.
https://www.youtube.com/watch?v=59DiWHB8GxI
She will make Ls listen and repeat.
Presentation and Practice
Timing: 7’ minutes
Then she will invite Ls to open their course books at page 76. She will say: let’s
see What Toby’s day is like!

4. She will encourage them to listen and read.
Then she will make Ls listen and repeat the new vocabulary.

5. She will encourage Ls to talk about their routines by asking what they usually do,
what time they wake up, get up, eat breakfast, etc.
Example:
T: Oh! Look at Toby’s routine, He gets up at half past seven. What time do you get
up? I get up at 8 o’clock on Mondays, What do you do in the morning/, in the
afternoon? and so on, by holding up the corresponding picture. Learners will
answer in Spanish so the teacher will echo their answers in English.
Follow up activity 1
Timing: 10’
Then the teacher will say: Let’s organize these activities. Can you help me? She
will create a "Times of the Day" chart on the board and title each column with "in
the morning", "in the afternoon", "in the evening" and "at night" (see image below).
She will explain that they will have to stick the daily routines flashcards on the
board. First, she will model the activity by taking a random flashcard and show it to
the class. She will elicit the word (e.g. "wake up") and stick it into the "in the
morning" section of the chart. She will write "I wake up" next to or bellow it.
Then she will have different students come up to her and select a card (hold face
down, fanned out, like a card trick) she will have them stick the cards on the board
Comentado [AV2]: Try not to trigger answers in L1.
Comentado [AV3]: If you compare these pictures with the
page from the book, these pictures are rather childish.

6. in the right section. The teacher can write the sentences next to the cards. They
will continue until all of the cards are on the board with sentences:
In the morning In the afternoon In the evening At night
I wake up.
I go to school. I watch T.V. I go to bed.
She will say: Now that you can talk about daily routines let’s work with your
classmates.
Follow up activity 2
Timing: 7’
She will explain that they are going to ask 2 children in the class about their daily
routines on school days. She will hand out a survey sheet to each learner (See
worksheet below). She will explain that they have to ask and answer about their
routines and fill in the chart the data they collect from their classmates.
She will explain that they have to ask and answer the questions using the following
structures. She will write down an example on the board:
A: What time do you get up?
B: I get up at 9 o’clock in the morning.
A: What do you do in the morning?
B: I wake up at 8 o´clock. I take a shower
and eat breakfast.
The teacher will go around helping and encouraging them to ask and answer in
English. Then she will say: You are doing very well.
Closure:
Timing: 3’
She will say: Ok class, copy the homework. She will write it down on the board.
Activity book page 74. Please put away your stuff. Don’t forget your survey
sheet; you will need it for next class. She will say good bye!
Comentado [AV4]: As the pictures are about different
children, it may be rather misleading. You are producing
sentences in first person singular, but the pictures are about
four different children.
Comentado [AV5]: What are they expected to do there?

7. Survey sheet
Complete the survey sheet. Ask two classmates about his-her routine. Write an
additional activity on the last rows. Use the following expressions:
In the morning-in the afternoon-in the evening- at night
Bibliography:
New Sky Starter: Student’s book and Activity book; Jonathan Bygrave, Brian Abbs & Ingrid
Freebairn. Pearson Lognman, 2009.
Routine Time Times of the day
Classmate
1________
Classmate
2__________
Classmate
1_________
Classmate
2__________
Classmate
1_________
Classmate
2________
Get up
Take a shower
Eat breakfast
Go to school
Get home from school
Play soccer
Watch TV
Do homework
Eat dinner
Go to bed
Comentado [AV6]: Or questionnaire?

8. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
I like the idea of including a questionnaire. I imagine the idea is to
exploit its results the following lesson.
How could you foster listening more? What about an activity in which
they listen to the script before reading from the book itself?