1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Carolina Anticev
Período de Práctica: Primaria
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40
Sala / Grado / Año - sección: 5to grado
Cantidad de alumnos: 18
Nivel lingüístico del curso: Beginners (level 2)
Tipo de Planificación: Clase
Unidad Temática: 5
Clase Nº: 1
Fecha: 24/09/18
Hora: 14:25
Duración de la clase: 80 minutos
Fecha de primera entrega: 20/09/18
· Teaching points: Superlatives (bigger than/the biggest), opinions (I think that, in my
opinion..), activities (hobbies, sports)
· Aims or goals: During this lesson, students will start learning some superlatives, compare
people and activities, talk about favourite people and things and give their opinion.
2. ∙ Language focus:
Functions Lexis Structures Pronunciation
Revision
- Responding to
instructions,
- Answering and
asking personal
questions,
- Should/Sh
ouldn’t
- Hello, how
are you? / I’m
very good and
you?
- How was
your
weekend?
What did you
do?
-What should
I do?../ You
should/should
n’t...
-
New
Speaking about
their favourite
things,
- Favourite
- The most
- Hobby
-My favourite
x is…, what
is your
favourite x ?
ˈfeɪv(ə)rɪt/
3. · Teaching approach: Natural approach, using the PPP procedure (presentation, production
and practice).
· Integration of skills: What skills will be integrated and how? The four skills will be
integrated
· Materials and resources: CD player, Booklet, copies, copybooks, dices,
· Pedagogical use of ICT in class or at home: I will be using the CD player and my computer
to show them a video.
· Seating arrangement: Students can sit however they like
· Assessment: what will be assessed and how
Stages in the lesson
Each stage or activity must be described in terms of the following items:
- Purpose
- Timing
- Activity description and instructions as they will be said to students (include direct
speech, and students’ possible answers).
- Teaching strategies (description, explanation, demonstration, modelling,
exemplification, etc.)
- Strategies to check understanding of instructions
- Strategies to check new language comprehension
- Interaction patterns
- Skills
- Resources
- Transition comment to link each stage of the lesson with the next one
4. Mandatory lessonstages:
- Lead-in or Warm-up
- Presentation
- Development
- Closure
- Homework
The format in which the stages are presented will vary according to the teaching approach or
combination of approaches you decide to base your lesson plan upon.
You must always include this chart, which will be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Language accuracy x
Observations Minimumscore:18 / 30
Score:_23___ /30
Nice lesson,Caro!
You shouldchoose anappealingcontextforfuture lessons.Thistime,the threadwasthe
grammar content.
I´m positive youwillbe able toimprove thataspectinfuture lessonplans.
Please,submitplansinaWorddocument,asthe restof the traineesdo.
5. Have a greattime!
Aure
CLASS Nº1
Rutine (5 minutes)
Purpose: To break the ice, makestudentsfeel comfortable and in the mood for work.
I will greet the students“Hello everybody!how are youtoday?” Iwillwait for everybody
to take their seat and then I will ask “How wasyour weekend?” Iwill pointat three or
four studentsand ask personally, for example, “Uli, what did youdo thisweekend?” if
some studentsthat I didn’tcall raise their hand to tell me about their weekend, then I
will let them speak.
I will have nametags already made for each studentand I will handlethem over.
Studentswill have to stick them on their clothes. This way I will be able to call them by
their nameand not “you”.
Transition: “Very good, now, get your bookletsand copybooksplease!we are starting the
new unit!”
I will paste three sets of three flashcards, that I will bring, on the board. I will write the
adjective of the first image, on top of it.
Warm-up (10 minutes)
Purpose: To practice a previoustopic(comparatives) and warm them up in order to
introducethe new topic (superlatives).
The flashcardsI willpaste are like the following:
6. [There will be a set of cars, of smiley faces (happy)and of a person (tall)]
I will only paste two of the three cards, so wecan practise the comparativesfirst, that
they are familiar with, and then I will paste the new one.
I will say “this car is big, but this car (pointingat the medium car)is what?, bigger! yes!”
I will do that with the three examples. Then, I will pointat the smaller car and I will say “
Transition: I will paste the third flashcard of each set and will ask them “now, is this
bigger than this one? (point at the small car) and than this one? (point at the medium
car)”
Activity Nº 1 (25 minutes)
Purpose: To introducethe new topic “superlative” workingwith the “comparative” and
with their four skills.
“So, this car is bigger thanthisone and this one (pointing at the first two cars), this is the
biggest car!” I willwrite “biggest” on the board.
I will say the wordson the three examples “biggest”, “happiest”, “tallest”.
I will handle them the followingcopy (they had a very similar one for comparativesin
Unit 1):
7. “Everybody please pastethe copy inyour copybooksand give a look at the rulesof the
superlative form” Iwillwait a few minutesuntil they do it and then I will say “Now kids,
openyour booklet onpage 85!” I will give them the option of workingaloneor in pairs.
8. Transition: We will correct the activities together, out loud, explainingwhatever it was
that they didn’tunderstand, in case they didn’t. “Very good everybody!” Then, I will
dividethem into groupsof three students.
Activity N°2 (25 minutes)
Purpose: To keep on practising the superlativeform, this time in a fun way.
I will handle oneof the followingcopies to each group:
“Okay everybody!whatyou will have to do is simple, the person who rolls the dice, has
to ask the question to the classmate on their right and they have to answer it. I want
complete answersplease!, if you get stuck let me know and Iwill help you!and when
any of you winsthe game, each of you will choose your favouritequestion of the game,
write it down on your copybook and writethe answer, understood?”Sincethis
instruction has actually two indications, I will repeat in case a studentdidn’t
understand.
9. I will indicate how muchtime they have, first when they have 10 minutesleft, then
when they have 5 and then every 1 or 2 minutes.
Transition: “Very good! I want you to bring meyour copybooksso I can see your
question and answer!” I will correct all the questionsthey did.
Activity N°3 (10 minutes)
Purpose: For studentsto interiorize what they saw this class, compare it to what they
know and get a little help in their copybooksfor what’s left of the year.
I found this in Pinterest (https://ar.pinterest.com/pin/5840674497044257/)and
thought it would be very good for studentsto have a help-chart that compares
comparativesand superlatives. That way they can help themselves when they are a bit
lost. It has very clear examples
10. I will, first, copy the first column of the chart and as I write, I will ask them to help mefill
it, this way they don’tonly get the “cheat-chart” but they also work on it.
Transition: When wefinish doingthe chart on the board, I will give them a few minutes
so they can finish copying. Then I will ask the studentsto leave their copybooksand
booklets on their place.
Closure (5minutes)
Purpose: To say goodbyeand give a nice end to the class, also for them to practise their
speakingskills and give opinions.
11. I will tell the studentsto gather up on the floor on a circle and ask questionslike:
● Who is the tallest studentin this class? (When they tell me I will play a bit, telling
them to show me)
● Who is the smartest studentin this class?
● Which movie is the funniestfor you?
● Who is the coolest famousperson?
They can all get the chance to reply and give their personalopinions.
When the bell ringsI will greet my studentsand let them out the classroom.
Homework:It will be given on the secondand third class,not this one since
they’re just beginning with this topic.
CLASS Nº2
Rutine (2 minutes)
12. Purpose: To break the ice, make studentsfeel comfortable.
I will greet the studentsand say “Hello everybody!how are you today?”I will wait for
everybody to be in the classroom.
Transition: I will tell them to come and sit on the frontof the class in a circle.
Warm-up (10 minutes)
Purpose: To get the studentsin the mood for work, practise their speakingskills and
what they’ve been seeing so far.
I will get all the studentstogether in a circle.
I will have 18 pieces of paper (oneper student)that will have incompletesentences
such as “__________________ is the tallest studentof the classroom”. Each studentwill get
the chance to speak and complete the sentence with the studentthat, in their opinion,
match the description. To make it moredynamicand notwaste much time, I will help in
case somebody gets stuck.
Transition: When wefinish and all the students have spoken, I will stand up and say
“Very good! now stand up and go get your copy booksand booklets please!”
Activity N°1 (25 minutes)
Purpose: To practise the four skills, conjunctwork and continuewith the superlatives.
“Okay everybody, now openyour bookletsinpage 85!, you’re going to workinpairs!”
13. Once all studentshave a partner and their booklets open, I will give the instructions.
“This column (point at the first one) has incomplete questions, youhave to completethem.
For example, who/talented/singer, how do youcompletethat question?” Iwilllet students
reply. “Ok, very good, so you have to do that with all the questionshere and thenthere’sa
me and my partner column, once you made the question, youhave to write your answer
and your partner’sanswer, understood? I want youto speakand worktogether, come on!”
Transition: When everybody isfinished, I will call a studentper question, I will read the
question, point at a random studentso they can read their answer out loud. Then, I will
tell them to bring me their booklets so I can correct them.
Activity N°2 (15 minutes)
Purpose: To practise listening and readingskills, as well as vocabulary.
“Very good! now pleasego to page 86, activity 10, you willlisten the first time, only
listen! don’tcomplete or write anything”
14. I will puton the CD player, since this activity requiresit.
They will listen to it once, without workingon it and then they will listen one to three
times (not more if possible) and they will have to solve the activity, alone.
Wewill correct the activity together, outloud.
Transition: “Ok everybody now open your copybooksand copy this!” I will write on the
board.
Activity N°3 (20 minutes)
Purpose: To practise the topic “favouritethings” and their four skills.
I will write on the board the followingwords, this way:
“I like __________ but my favourite________ is ___________”
- Sport
- Food
- TV show
- Movie
- School Subject
15. - Holiday
- Vegetable
- Game
- Season
“ So now, I want youto openyour copy booksand copy thiswords. Youwill have to make a
sentence for each word. Saying one thing youlike and thenyour favourite. For example, in
sport, I can say I like Handball but my favourite sportisTennis” I willwrite that example
under the exampleincomplete sentence I wroteon the board.
“You will have to write a sentence like this for every word that’sonthe list, ok?”
Transition: When everybody isfinished I will go word by word, pickingrandom
studentsto read me their sentences. “Very good everybody!now packall your things,
leave your copybooksand bookletsintheir place!come on!”
Closure & Homeworkexplanation(5minutes)
Purpose: To explain the homework I will give them for next class.
I will give one copy to each student.
I will explain “So, here on the first column we have adjectives, right? big, small, tall,
short.. then, on the second column wehave comparativeadjectives, bigger, smaller,
taller… and on the third (alwayspointing at the column)wehave superlativeadjectives,
right? saddest, smartest. What you will have to do is match the three adjectives that are
the same and last, I want you to make three sentences, choosing any set of adjectives
you want. For example, I will use big. My house is big, the houseof my neighbour is
bigger but my mother’s house is the biggest” I willlet them ask methings in case they
didn’tunderstand. Iwillchoose onerandom studentto try another example of big.
I will ask them to do it at home and then I will say goodbye to everybody.
17. Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities X
Teaching strategies X
Language accuracy x
Observations Minimumscore:18 / 30
Score:_20___ /30
I insistuponcontext.Doworkon that!
Make sure studentsunderstandwhattheyare expectedtodo.Go overmy comment,especially
abouthomework.Thatactivityismore difficultthanthe onesdone inclass.
