Portfolio práctica docente III

1. ALUMNO PRACTICANTE: Camila Castro
Período de Práctica: Nivel Inicial
Institución Educativa: x
Dirección: x, Viedma
Sala / Grado / Año - sección: Sala de 5 años - TM
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: La Ropa
Clase Nº: 1
Fecha: 22/05/20
Hora: 8:00 - 8:40 hs.
Duración de la clase: 40’
 Teaching points: Clothes (jacket, trouser, suit, shoes)
 Aims : During this lesson, learners will be able to…
- Identify and name clothes.
- Use language to describe what they/others are wearing.
- Develop their listening skills by listening to a story.
 Language focus:
LEXIS FUNCTION STRUCTURE
REVISION Colours
Numbers
To identify colours.
To count objects.
It’s blue/red/ green.
I see two people.
NEW Clothes
Pronouns
HE/SHE
Recognise different
kinds of clothes.
Say what people are
wearing.
What are you
wearing? I’m
wearing…
What is he/she
wearing? He/she is
wearing…

2.  Teaching approach: activities are organized through the PPP (Presentation – Practice –
Production) approach.
 Material and resources: flashcards, big pictures of the story. A measure tape, a piece of cloth, a
needle, fake money and a paper crown. Copies of the story. Pencils, crayons and glue.
 Pedagogical use of ICT in class: in this lesson, children will watch the goodbye video to follow
the instructions of the song. Watching the video and singing along is a routine that children will
follow every class.
 Seating arrangement: to facilitate the interaction with children, they will be sitting in a circle.
This way all children will look at me when giving the instructions and I’ll see all of them. The
same arrangement will be required for the storytelling session; students will be sitting on
pillows on the floor and I will be on a chair.
 Individual work: in the practice stage, I’ll organize children to work individually. Each student
will have his/her copy to work on the activity.
 Assessment, what will be assessed and how: I’ll check children’s understanding throughout the
entire practice and production development. I’ll help them with the descriptions of what they
are wearing and with pronunciation.
LESSON DEVELOPMENT
ROUTINE 5’
Purpose: to greet students and get them ready to start the lesson.
I’ll greet students ‘Hello children! How are you today?”, and I’ll wait for the children’s answer:
“hello!!”
Then using my right hand, I’ll draw a circle in the air to indicate students they have to sit on the
floor. Once they are sitting, I’ll wave my hands to indicate it’s time to sing the welcome song:
“Now it’s time to say hello, say hello, say hello
Now it’s time to say hello,
Hello, hello, hello”

3. Then I’ll say “Very good children, applause!!” and we will give to each other a big round of
applause.
WARM-UP 5’
Purpose: to introduce the new topic
I’ll introduce the topic by asking children “What’s the weather like today?” and I’ll expect the
answer “cold”.
T: What’s the weather like today?
Ss: It’s cold.
T: Yes, it is really cold. I need a jacket!
After that, I’ll show children a big bag of clothes and I’ll start putting all of them on one by one.
I’ll mention the name of each piece of clothing and I’ll ask children about the colours of the
clothes.
T: Mmh, What’s this? It’s a jacket. Look at my jacket! What colour is it?
Ss: It’s blue!
T: That’s right! My jacket is blue. Now, look at this, it’s a wool hat! What colour is it?
Ss: It’s black!
T: Look, I’m going to take off my shoes… I need two pairs of socks. Look at my socks! What
colour are they?
Ss: Green and blue!
T: Now I need these! Look, these are my gloves, look at my gloves. What colour are they?
Ss: Black!
T: Now I feel warm because I’m wearing a big jacket, I’m wearing my black hat, I’m wearing two
pairs of socks and…I’m wearing gloves!
Transition: I’ll show children that I’ve got more pictures (flashcards) in my bag of clothes and I’ll
say ‘Well, let’s see, look at what I have here. Oh, clothes, more clothes!’
PRESENTATION 5’
Purpose: introduction of new lexis, clothes.

4. Development: I’ll show children some flashcards (trousers, shoes, t-shirt, jacket and dress) of
different clothes. I’ll choose the following ones that I cut out from the EDIBA The Teacher’s
Magazine,
NOTE: as an alternative, some magazines clippings can be used, we know that it is better to
expose children to real pictures, but as I always use this material and it has worked many times
before, I’ll try to use it one more time.
Young leaners are naturally curious, thus, to increase their interest and curiosity on the new
topic, I’ll pull out the flashcards slowly. I’ll expect children to say the names of their clothes in
their mother tongue only at the beginning of the presentation stage. Then I’ll repeat 3 or 4
times the name of each piece of clothing and I’ll ask the children to repeat the names of the
clothes. Also, I’ll encourage them to say what they are wearing because children will feel the
need to talk about their clothes too.
T: Children, look at this… This is a sweater, a sweater. Look, this sweater is yellow and green.
This is a sweater. I am wearing a pink sweater. What are you wearing children? You can say I’m
wearing…. (I’ll mime the action “say” by rolling my index finger in front of my mouth and “I’m
wearing” by touching my clothes).
S: I’m wearing blue sweater!
T: That’s right!
Pointing the child out who said that I’ll say,
T: He is wearing A blue sweater! Look, what a nice sweater!
I’ll do the same with the rest of the flashcards.
Transition: “Ok, nice clothes children, now look what I have here…”

5. PRACTICE / PRODUCTION 10’
Purpose: to introduce personal pronouns, HE and SHE
The idea for this activity is simple. I’ll hand out one copy of a girl/child wearing underwear; one
copy per child. Then, I’ll give them lots of paper clothes. Children will have to pick up and
identify the items, colour them and dress up the boy/girl from the copy.
As I monitor them, I’ll point out the copy and I’ll ask children “what is she/he wearing?” and I’ll
help them to say “He/she is wearing…”
T: Oh, look at Lola’s girl. She is wearing…
Lola: Pink jacket!
T: Well done, Lola “She is wearing a pink jacket”, now, all, let’s say… she is wearing a pink
jacket.
Ss: She is wearing a pink jacket.
T:. Excellent children! And what about you, Mateo? What is he wearing? He is wearing…
Mateo: He… is… wearing… socks! Red!
T: Well done! Let’s say together… he is wearing red socks.
Ss: He is wearing red socks.
Transition: Well done, children! You did a great job, applause!! Now it’s time to come with me,
let’s all sit on the floor!
STORY TIME 10’

6. Purpose: to engage children on listening to a story and to improve their listening and
comprehension skills.
Development: I’ll ask children to follow me and sit on the floor in a horseshoe arrangement. I’ll
be sitting on a chair grabbing the pictures of the story and my bag of clothes will be next to me.
I chose “The emperor’s new clothes”. I took the story from The Teacher’s Magazine.
As I’ll use the storytelling technique, I’ll be adapting the story as I’ll be telling the story to my
young learners.
Here the video: https://youtu.be/YsP2aF4fzRw
Closure 5’
As soon as I finish the story, I’ll ask them if they enjoyed the story.
T: Do you like the story?

7. Ss: YES!!
Then I’ll tell children we don’t have more time to continue, so we’ll sing the song we usually
sing when it is the end of a lesson.
‘Ok, children, we have no more time, let’s sing the goodbye song, all right?’
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
Bye, bye, goodbye Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
I can clap my hands.
I can stamp my feet.
I can clap my hands.
I can stamp my feet.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
Bye bye. Goodbye.
Bye, bye, bye, bye. Goodbye.
GOODBYE!
Bye, bye, goodbye https://www.youtube.com/watch?v=PraN5ZoSjiY
References
 Put on your clothes. The teacher’s Magazine. Ediba. Año XIX. Nro. 199. Argentina.
 The emperor’s new clothes. The teacher’s Magazine. Ediba. Año XX. Nro. 214. Argentina.