2. 1
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 18 de Junio al 29 de Junio
Institución Educativa: Escuela n°39
Dirección: Felipe Romero y Pioneros Fueguinos
Sala / Grado / Año – sección: 3° “B”
Cantidad de alumnos: 19
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Animales de la granja.
Clase Nº: 2
Fecha: 22/06/18
Hora: De 8,55 a 9,35hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 16/06/18
Teaching points: Farm Animals
Aims or goals:
During this lesson, learners will be able to…
-Identify and name some of the farm animals.
-Develop listening skills by listening to a story.
-Develop speaking skills by playing a memory game (warm-up period),
repeating the story (presentation period) and in exercises A and B
(practice period).
-Develop writing skills by writing the animals names in the practice period
exercise C.
-To deepen their understanding of instructions and actions.
Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings:
A: Hello, how
are you?
B: Fine.
What day is it
today?
What´s the
weather like
today?
-Identifying
animals taught
the class
before.
-Following
instructions.
-Identifying
colors.
Colors.
Farm animals:
-cow
-dog
-cat
-horse
-chick
-lamb
-pig
-duck
A: What animal
can you see?
B: I can see a….
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/kaʊ/
/dɒɡ/
/kæt/
/hɔːs/
/tʃɪk/
/læm/
/pɪɡ/
/dʌk/
/aɪ kæn siː/
3. 2
New -Indentifying
the farm
animals
presented.
-Performing
animals´
sounds and
identifying
what animal is
heard.
Farm animals:
-goat.
A: What animal
can you hear?
B: I can hear
a….
/ ɡəʊt/
/ aɪ kæn hɪə/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be mostly integrated in the present
class through the use of a memory game, a story and oral exercises
in the practice period (exercises A,B,C) which encourage children to
produce the language. In addition, reading and writing skills are
integrated in the practice period in exercise C.
Materials and resources:
-Flashcards (weather, days).
-Old Mc Donald story (Flashcards).
-Animals flashcards (Warm-up and practice period exercise A).
-Book: Shine on 2! (Unit 6-Page 96-Exercise 1: Look and write)
Pedagogical use of ICT in class or at home:
ICT are not used during this lesson.
Seating arrangement:
-Learners will sit in a circle during the presentation period to share the
story.
-Learners will walk around the class during the practice period
(Exercises A and B)
-Learners will sit as usual during the warm-up and the practice period
(Exercise C)
Assessment: what will be assessed and how:
1) I´ll assess children´s previous knowledge of vocabulary by
singing the hello, weather, days and bye songs.
2) I´ll assess learners´ previous knowledge of animals by inviting
them to play a memory game during the warm-up period.
4. 3
3) I´ll check learners´ comprehension and identification of
vocabulary by playing a sound game during the practice period
exercise A and listening and telling a story during the
presentation period.
4) I´ll assess children´s written words identification along the
practice period, exercise C.
Potential problems students may have with the language:
-As learners may not comprehend some lexis or instructions, I will use
pictures, gestures, miming and pointing to aid comprehension.
-Some students may find it hard to remember new words and they
will need more input. Consequently, I`ll prepare different activities
so that students may meet the language in different ways, such as
visual images, actions or listening to the words.
-Perhaps, children find it hard to understand instructions in the
practice period, exercises A and B. So, I´ll invite some kids to help me
demonstrate what to do. In case they still find it difficult to understand
the instructions, I´ll explain them in Spanish considering that it is the
first year they have contact with a second language.
Routine: (5´)
If necessary, I´ll sing the Mr. Owl song to ask children for silence to start the
class.
Lyrics: “Mr. Owl song”
Mr. Owl, Mr. Owl says sh, says sh.
Everybody silence, everybody silence like Mr. Owl who says
sh, who says sh, who says shhh.
Next, I´ll start singing the “Hello song” to greet them.
Lyrics: “Hello song”
T: “Hello children, hello children.
How are you? How are you?
How are you today? How are you today?”
Ch: “I´m fine, thanks. I´m fine, thanks.”
5. 4
Ch: “Hello teacher, hello teacher.
How are you? How are you?
How are you today? How are you today?”
T: “I´m fine, thanks. I´m fine, thanks.”
(Waving my hands and pointing to different children).
Then, I´ll point to the window and start
singing the weather song.
Lyrics: “What´s the weather like
today? Like today, like today, like today?
What´s the weather like today? What´s
the weather like?
Then, I´ll show them flashcards and ask:
T: “Is it sunny?”
Ch: “No”
T: “Is it rainy?”
Ch: “No”
T: “Is it snowy?”
Ch: “No”
T: “Is it windy?”
Ch: “Yes”
Then, I´ll stick the names of the week on the board and I´ll invite children to
sing the “Days of the week” song.
Lyrics: “Days of the week”
Days of the week, days of the week,
Days of the week, days of the week, days of the
week.
The Sunday and the Monday,
The Tuesday and the Wednesday,
The Thursday and the Friday,
6. 5
The Saturday, days of the week.
Days of the week, days of the week,
Days of the week, days of the week, days of the week.
T: “Ok, yesterday was Thursday. So, what day is it today?”
Ch:“Friday”
T: “Yes, it´s Friday today.”
(I´ll stick on the board the weather and the day flashcards, as usual.)
Transition: Great job children! Now, let´s revise the animals.
Warm-up: (9´)
First, I´ll show students the flashcards and I´ll ask them: “What animal can
you see?”
Ch: “A duck.”
T: “Ok, repeat. I can see a duck.”
Ch: “I can see a duck.”
(I´ll show them all the farm animals presented the class before.)
Then, I´ll invite children to play a memory game. I´ll put all the cards face
down on the board and write a number below each card. Next, I´ll ask them:
“Where is the dog?” or “Is the cow in number 5?”
Comentado [A1]: Just one?
7. 6
Transition: Brilliant! You have great memory.
Presentation: (8´)
I´ll invite children to sit on a circle on the floor. Next, I´ll tell them Old Mc
Donald´s story by using flashcards.
I´ll encourage them to join in telling the story while I show them the pictures.
T: “Come children, let´s make a circle.”
T: “Silence, please.” “Look, this is Old Mc Donald!
Story: pdf (Story flashcards.)
Transition: Thank you! You did it perfect! There are many animals in Old Mc
Donalds´ farm!
Practice: (14´)
a) I´ll give an animal flashcard to each child. Then, I´ll ask them walk
around the class and start making the animal sound. They have to join
with all the partners who make the same sound.
I´ll invite some kids to come to the front of the class in order to
demonstrate the group what to do.
T: “Ok, you have different animals. So, walk around the class and
making the sound, like: “Moo- moo” and find another cow. (We´ll mime
the actions to demonstrate children what to do.)
b) Then, I´ll ask each group to make their animal sound. So, the other
kids have to say what animal they are.
T: “Listen, please! Make your animal´s sound, please.”
T: “Stop! What animal can you listen to?”
Ch: “Dog!”
T: “Yes! Repeat: I can listen to a dog!”
Ch: “I can listen to a dog.”
I´ll ask each group to make their sounds and the other groups to say
what animal they can listen.
Transition: Sit down, please! You were excellent guessing the
animals. Now, let´s work in our books.
c) Now, I´ll invite children to open their books on page 96. Activity 1:
Look and write.
Comentado [A2]: Yes!
8. 7
1-First, I´ll dictate what color each animal is. Example: “I can see a
blue horse.”
2-I´ll ask children to write the names of the animals next to each
picture.
3-Then, I´ll ask children to write: “I can see a……...” (On the top of the
page.)
4-Finally, I´ll ask children: “What color is the duck?”
1-T: “Listen, let´s color the animals. I can see a yellow duck.” (I´ll
describe what color is each animal.)
2-T: “Now, look! Write the names of the animals in the spaces, please.”
(I´ll point to the words and the spaces.)
3-T: “Pay attention, please! Write this: I can see a…” (I´ll point to the
top of the page.)
4-T:”Look! What color is the horse? (I´ll point to the animal if children
can´t remember the name of the animal.)
(If we don´t have enough time to finish the activity 3, we´ll continue
working on it the following class.)
Transition: Excellent job! Now, it´s time to say good bye.
Closure: (4´)
(We need some time to organize things because they have to put their things
away to go home.)
Bye-bye song: “If you are happy and you know it say bye-bye”
Comentado [A3]: Keep an eye on timing so that you can
accomplish the goals for this lesson. The animal sound game
should not take that long. Make sure students produce
chunks of language.
9. 8
Lyrics:
If you are happy and you know it say bye- bye.
If you are happy and you know it say bye- bye.
If you are happy and you know it and you really want to show it,
If you are happy and you know it say bye-bye-
Bye-bye!
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 Minimum score: 18 / 30
Score: _24___ /30
Nice ideas!
I`m positive third-graders can go further. Encourage them to use longer chunks of language.
They should produce both written and spoken utterances.
Remember to include this chart at the end of each lesson plan, please.
