Lesson 4

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PARTICIPANTE:María CeciliaNievas
Períodode Práctica: Nivel Inicial
InstituciónEducativa:LiceoMilitarGeneral Roca
Dirección:Av.HipólitoIrigoyens/n
Sala/ Grado / Año - sección:Salade 5 años – Azul – Turno tarde
Cantidadde alumnos:20
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
UnidadTemática:Presentaciónpersonal
Clase Nº:4
Fecha:05/06/2015
Hora: 13:40 a 14:30
Duraciónde laclase:40’
Fechade primeraentrega: 30/05/2015
CLASS Nº 4
 Teachingpoints: Personal presentation (nameandage)
 Aimsor goals:Duringthislesson,learnerswill be able to…
- Develop theircommunicative skills bysharingtheirpersonal information.
- Deepen theirunderstandingof classroomcommands.
 Language focus:
Lexis Functions Structures Pronunciation
REVISION Say hello.
Commands:
Clapyour hands
stretchup high
touch yourtoes
turn around
Stampyour feet.
Name. Numbers.
Following
commands.
Imperatives /aɪ/ and / ɔː/ infive
and four.
NEW Years old.Candles,cake,happy
birthday.Fingers.
How to
communicate
theirpersonal
information.
“I am ...”
name/age
Controlledpractice:
pronouncingthe
new structures.
/3ː/ /θ/ inbirthday.
 Teachingapproach:The lessonfollowsthe Communicative Approach asitfosters students’
communication andparticipation.Itisorganized throughthe PPP method.

2.  Integrationof skills:Speaking andlisteningthroughoral practice,writingwhencompleting
the last activitywiththeirnames.
 Materialsandresources: HelloandGood-bye songs, Pablo’sandSandra’sflashcard,the
colouredandthe black andwhite cakes,the candles,the HappyBirthdaysong.
 Pedagogical use of ICTinclass or at home:In thisclasswe are not includingICTinthe
class.
 Seatingarrangement:Studentswillbe sittingonthe floororon theirchairsand standingin
the middle of the classroom.
 Possible problems/difficultiesandtheirpossiblesolutions duringthe class:
1. Theywouldwantto touchthe flashcards,cake or candles;Iwill askthemnotto do it
as I usuallydo.
 Classroommanagementstrategies: Say“1, 2, 3, hush!”to remindthemtokeepsilence.
 Potential problemsstudentsmayhave withthe language:Studentsmay have problems to
answerabouttheirpersonal information,butIwill helpthemwithexamples.
 Assessment:Iwill checkif childrenunderstandthe new vocabularyandthe classroom
instructions monitoringif they participateinthe oral activities andcompletingwiththe
correct amountof candlesintheircakes.
Routine– 4’
Purpose:To create a good atmosphere to work and make the studentsmove.
I’ll greeteachstudentatthe doorand I will askthemto stayin the middle of the class.Iwill tell
them:“Let’ssingour hellosong!”.
Hello, hello. [Wave one hand, then the other hand.]Can you clap your hands? [Clap.]
Hello, hello.Can you clap your hands?
Can you stretch up high? [Stretch towards the ceiling.]
Can you touch your toes? [Bend down and touch your toes.]
Can you turn around? [Turn around.]
Can you say, "Hello"? [Wave, then say, "Hello" to as many people as you can!]
Hello, hello.Can you stamp your feet? [Stamp your feet.]
Hello, hello.Can you stamp your feet?
Source: http://supersimplelearning.com/songs/original-series/three/hello-hello/
Transition:Whenwe finishthe songIwill say “Great!”as I clap my hands.ThenI will askthemto
siton the floor.
Warm-up– 3’
Purpose:To create the context to start working on the new topic.

3. I will showthem Pablo’spicture.Iwill say:“Doyou rememberhim?”EA:“Yes!Pablo!”ThenIwill
showthemPablo’ssisterpicture andIwill add:“Hello,Iam Sandra” andI will askthemto say
hellotoSandra. EA: “Hello!”“Hello,Sandra”.
SOURCE: http://steeleteaching.blogspot.com.ar/2013/08/new-family-product.html
Transition:Iwill say:“Let’sknowmore aboutour new friends”
Presentation– 3’
Purpose:To presentthe new topic.
I will showthemPablo’sflashcardandI will say:“Iam 4 yearsold”.ThenI will show Sandra’s
flashcardandI will say“I am 5 yearsold”.In bothcases I will show myhandwith4/5 fingersandI
will waituntil theydothe same soI check that theyunderstandwe are talkingaboutthe age
(duringthe storyinthe previouslessonwe readthatPablois4 yearsold).
Transition:Iwill say“What aboutyou?”
Development– 27’
Purpose:To provide contextswhere students can practise the language.
Activity1 – 7’
I will ask one student“Iam Sandra, andyou?” If she is notable to answer,Iwill helpher,firstusing
my name as a example andthenprovidingthe beginningof the answer. Iwill dothe same withall
of the students,sotheyare able to saytheirnameswiththe full sentence.Iwill helpthemusing
Pablo’sflashcardorhelpingwiththe beginningof the answer,too.
Transition:Iwill say“Do youwant to know more aboutthem?”
Activity2 – 7’
I will workina similarwaywiththe age. I will choose one studentandIwill say“Iam 4 yearsold”
as I show him/herPablo’sflashcard.ThenIwill add“Andyou?”ThenI will dothe same withother
students.If anystudentisnotable to answer,Iwill helphim/her.
Transition:Iwill say“Verygood!Lookat thiscake!”

4. Activity 3 – 4’
I will showthem acake on the boardand I will say“Today isPablo’s birthday. Thisis candle”AndI
will showthemacandle,I will add“Repeat:candle.Verygood!”andIwill ask“How many candles
do we need?”andI will showthemseveral candles,astheyanswerme,Iwill paste the candles
nextto the cake.I will add“Great! Let’ssingnow!”and I will startsingingthe HappyBirthdaysong
and clappingmyhand.We will singita secondtime if theywere notable toparticipate duringthe
firstone.
SOURCE: http://imgarcade.com/1/torta-dibujo/
Transition:“Great, nowsee thiscake”
Activity 4 – 9’
I will puta blackand white cake onthe blackboardandI will aska student“How oldare you?”EA:
“Five”andI will add“So, let’scounttogether!”andI will putthe amountof candlesinthe cake.
ThenI will add “Great! Now,goto your placessoyou can paintand complete yourcakes!”
I will give themablackand white cake anda lotof candles.Theywill have topaste the amountof
candlestheyneedfortheirnextbirthday.Thentheywill paintthe cake withtheirfavourite
colours. Finally,theywill copythe sentence “Iam... ” and complete itwiththeirnames.
Closure – 3’
Purpose:To greetstudents.
I will say:“Thisisour last classtogether,let’ssinganddance ourgood-bye song”We will singthe
same song fromthe previousclassesandIwill give themacandy.
“Clap yourhands,spin around,
jump up high,OK!
Clap yourhands,sit down,
stand up,one,two,three,four
Good-bye,good-byeseeyou again.
Good-bye,good-byeseeyou my friends
Good-bye,good-byeIhavefun today.”

5. Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required information?
Has it beencompletedinSpanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skillsandlanguage learning/acquisition?
Are they clearly written to explain what the learners will learn and
be able to do?

3 Teaching points Are there any new teachingpoints?
Are the teaching points aligned with the course syllabus and the
districtcurriculum?
Are theypresentedwithinameaningful context?

4 Language focus chart Are the newand revisionlanguage items specified?
Are the newand revisionlanguage itemsrelated?
Is the pronunciationfocuscomplete?

5 Teaching Approach Is the approach youchose suitable foryourteachingcontext?
Are its aimsand fundamentalscoherentwiththe lessonaims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resourcesforthislesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
includedinthe lessonplan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lessonactivities?

9 Cooperative work Does the lesson include instances of cooperative work among
students? Is there a set of guidelines and instructions for this work
to be carriedout?
Does the lesson plan specify what kind of pedagogical mediation
the teacherwill provide?

10 Possible language
difficultiesand
possible solutions
Does this section explain possible difficulties according to previous
lessons’experiencesandclassobservation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Does this section explain possible difficulties according to previous
lessons’experiencesandclassobservation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up,a developmentand a round-uporclosure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
theyengaging?Isthe contextculturallyrelevant?


6. 14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activityrelatedtoa learningaim?
Do the activities allow for language exposure, exploration,
developmentof language awareness?

15 Type of activities Is there a balance of activities that range from controlled practice
to freercommunicative practice?
Do theyfacilitate integrationof skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activityorstage withthe nextone?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instructionaidedbyanyteachingstrategiessuchas…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
directspeech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
theirworkwiththe class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spellingmistakes?

Observations:
Dear Cecilia
The contextand the activitiesprovidedare meaningful tolearnersof thisage.Well done!Make sure you
avoidrepetitionof isolatedwords.Also,includedirectspeechinall the stagesof yournext lessonplans.
Way to go!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 

7. Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score:27 /32= 8.5