plan

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: 5
Fecha: 29/06/18
Hora: 8,55 a 9,35 hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 24/06/18
Teaching points: Animals.
Aims or goals:
During this lesson, learners will be able to…
-Identify and name the new animals as well as the actions presented the
class before.
-Develop listening skills by watching and listening to videos during the
presentation period.
-Develop speaking skills by making true sentences about the new animals
during the warm-up.
-Develop reading and understanding skills during the practice period
exercises A, B and C.
-Develop pronunciation skills during the practice period exercise A.
-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.
Colors.
Numbers.
Actions:
-Fly
-Run
-Jump
-Swim
-Climb
A: What animal
can you see?
B: I can see a….
Bats can “fly”.
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/aɪ kæn siː/
/rʌn/
/flaɪ/
/dʒʌmp/
/swɪm/
/klaɪm/

2. New -Indentifying
the new
vocabulary in
the text, as well
as, they
actions.
-Understanding
the context of
the text.
New animals:
-Frog.
-Bat.
-Squirrel.
-Fox.
-Let´s read and
repeat.
/frɒɡ/
/bæt/
/ˈskwɪrəl/
/fɒks/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Listening, speaking and reading skills will be integrated in the present
class through:
- Making oral question about what animals can do during the warm-
up period.
- Developing the listening activity presented in the presentation period
with the purpose to expose children to authentic material with visual
support.
- Reading skills will be also practiced during the practice period
(exercises A, B and C)
Materials and resources:
-Flashcards (weather, days).
-Animals flashcards (To support any stage if necessary.)
-Computer: To watch the video.
-Projector: To project the video.
-Flashcards: (Actions)
-Copies (Practice periods.)
-Copies (Page 54 of the book) for kids who don´t have their books.
Pedagogical use of ICT in class or at home:
The computer and the projector are going to be used along the
presentation period with the purpose to help children improve listening
skills.
Seating arrangement:
-Students will work in groups of 5 during the warm-up period.
-Students will sit as usual almost the whole class.
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 actions by inviting
them to make oral sentences in the warm-up and period.

3. 3) I´ll check learners´ comprehension and identification of the new
vocabulary by asking them to solve activities A, B and C in the
practice period.
4) I´ll assess children´s pronunciation skills during the practice
period by asking them listen and repeat what they hear. (Activity
A)
Potential problems students may have with the language:
-In case children don´t understand some lexis or instructions, I will
use pictures, gestures, miming and pointing to aid comprehension.
-Perhaps, children find it hard to understand what they hear in the
video. So, I´ll re-play the video if necessary.
- If children don´t understand how to solve exercise C in the practice
period, I´ll read them the sentences pointing to the appropriate
picture. Or, I´ll ask some kids who understood the instruction to
explain their partners.
- I´ll change the activities, if children´s lack of understanding causes
their misbehavior.
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.”

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,

5. The Thursday and the Friday,
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 Wednesday. So, what day is it today?”
Ch:“Thursday”
T: “Yes, it´s Thursday today.”
(I´ll stick on the board the weather and the day flashcards, as usual.)
Transition: Great job! You are becoming experts with the routines.
Warm- up: (10´)
I´ll ask children to divide in 4 groups. Then, I´ll give each group a puzzle
with the purpose to discover a hidden animal.
T:” Ok, let´s join into 4 groups. Let´s discover what animals are in the
pictures.” (I´ll demonstrate children what to do by drawing some pieces of a
puzzle on the board and showing them that they have to match them.)
When children discover the animal, I´ll give them a paper and ask them to
paste the pieces. Then, I´ll stick the picture on the board and present the
new animals.
T: “Look! I can see a bat. Repeat, please.”
Ch: “I can see a bat.”
T: “Bats can….” (I´ll mime the action with the in order to invite children
complete the sentence.)
Ch: “Fly.”
T: “Right! Bats can fly.

6. Transition: You did it very well! Now, let´s continue talking about these
animals.
Presentation: (4´)
After presenting the four animals, I´ll invite children to watch a short video
taken from their class book called “A funny animal.” (1,37´)
so2-story6.mp4
I´ll ask them to clap every time they listen to the name of one of the new
animals.
T: “Let´s watch a video now. Clap when you hear the name of one of the new
animals.” (I´ll support the explanation with pictures in order to help children
understand the instruction. If necessary I´ll ask some children to repeat the
explanation to their partners.)
In case children don’t understand the name of the new animals, I´ll show
them the video again.
Transition: Brilliant job! You were able to hear all the new animals´
names.
Practice: (17´)
a) Then, I´ll ask children to open their books on page 54 of their class
book. (It´s the same story they have just watched on the video.)
I´ll read sentences one by one and encourage children to repeat with
the aim to improve their understanding and pronunciation.
T: “Now, open your books on page 54, please.” (I´ll write the number
on the board.)
T: “Ready? Ok, listen and repeat.”
Comentado [A1]: You can carry out a demonstration,
naming the animals as you are talking (you might even be
talking about something else, so as to see if they are paying
attention).

7. Transition: Great! You are excellent readers!
b) After reading, I´ll ask children to circle the new animals they can find
in the text with a blue pencil. Then, I´ll ask them to circle all the actions
they can see with a red pencil.
T: “Take a blue pencil and make a circle the animals´ names, like
squirrel here.” (I´ll point to the word in picture number 1.)
I´ll walk around the class monitoring whether they can find the animals
and help them if necessary.
T: “Now, take a red pencil and circle all the actions like jump.” (I´ll
point to the action in picture number 4.)
In case children don´t remember the names of the animals or the
actions I´ll invite them to pay attention on page 55 of their book. They
have the vocabulary written there.
Transition: Very good children! You circled all the actions and the
animals.
c) Next, I´ll give children copies with 3 sentences about the text and they
have to put a tick or a cross according to what they read.
1) Bats can fly.
2) Frogs can´t jump.
Comentado [A2]: You (or a volunteer) may write the list
on the board.
Comentado [A3]: Again, the list may be written on the
board.
These lists can work as checklists, especially for visual
learners.

8. 3) A fox can run.
T: “Take the copies. Pay attention, please.” (I´ll ask a helper to spread
them.)
T: “Joaquin read sentence number 1, please.”
Joaquin: “Bats can fly.”
T: “Look at picture number 2: Can bats fly?” (I´ll point to the picture
and read the sentences with kids.)
Ch: “Yes.”
T: “So, put a tick next to the sentence.” (I´ll write the three sentences
on the board in order to guide children.)
Then, I´ll ask another kid to read sentence number 2 and we will decide
whether it´s correct or not.
Transition: Wow! You have done a great job today! Now, it´s time to say
good- bye.
Closure: (4´)
Bye-bye song: “If you are happy and you know it say bye-bye”
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
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization X

9. 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: 30/30
Great job! 