Planificaciones

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Florencia Mestre
Periodo de Practica: Nivel Primaria
Institución Educativa: Escuela Hogar Nro.268 Julio Argentino Roca.
Dirección: Rivadavia s/n Costanera Centro.
Teléfono: 02944 492428 mail: escuela28@elbolson.com
Grado: 6to
Cantidad de alumnos: 24
Nivel lingüístico: Principiantes
Tipo de planificación: Clase
Unidad temática: Colores, números
Clase N`: 1
Hora: 13:30 a 14:50hs
Duración de la clase: 80 minutos
Fecha de entrega: 04/07/2017
Aims or goals:
During this lesson learners will be able to:
 Answer “What is your name?”
 identify some numbers and some colors
 improve their listening and speaking skills by listen to the teacher and
mates
 improve pronunciation of different sounds through meaningful
context
Teaching Points: colors, numbers- “There is/There are”

2. Language focus
Lexis Functions Structure Pronunciation
Revision
Hello!
What is your
name?
What number
is it?
Goodbye!
Greetings.
Giving
commands or
instructions.
Describing
numbers and
colors.
There is/
There are
/ɜː/
New
See you next
class.
They are/
They are not
Are they…?
/aʊ/brown
/ʤ/orange
/i:/ green
 Teaching approach or combination of methods / approaches:
Presentation Practice Production (PPP)

 Integration of skills: What skills will be integrated and how?
Listening skills and speaking skills through teacher/student exchange.
 Materials and resources: 
Photocopies, pencils and flashcards.
 Pedagogical use of ICT in class or at home
 Seating arrangement: Sitting on their desk. Standing up. 
· Assessment: what will be assessed and how: I will assess the kids by
checking if they can identify the numbers and colors that have been
introduced.

3. 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
Mandatory lessonstages:
Warm-up (10 minutes)
Interaction patterns: Teacher-Student
Greetings!
“Do you remember THE COLORS?
 I will show students some flash cards with numbers and colors
Yes!! You remember!! What color is it? (pointing with my finger)
Yes, it is red! Very good!
And, what colors are there?
I will do a revision of the colors they know: green, blue, yellow, red.
Then I will show them some numbers flashcards and ask students “what
number is it?”

4. Ok, Barby, What number is it?
S: one!
T: Very good it is one! And you Matias What number is it? (pointing with my
finger)
S: four!
T: very good it is four! So, THERE ARE ten numbers.
Presentation (10 minutes)
I will explain “THERE IS / THERE ARE”
Ok, THERE IS one number (with only one number flashcard in my hand) and
THERE ARE numberS (with many numbers flash cards in my hand)
Do you understand?
Ok, you all tell me!! THERE…. IS OR ARE? (I will take only one flashcard) Yes!!
THERE IS a flashcard. And now THERE IS OR THERE ARE? (showing them
many flashcards on my hand) Yes, Very good!!!! THERE ARE numbers…
Development (30 minutes)
I will give students photocopies and they have to do the following
activities:
Complete with “THERE IS or THERE ARE”

5. 1)
_____________________ .
2)
_____________________ .
3) _____________________.
4) _____________________.

6. Match the color with the correct number
Number 1 (one) is red Number 2 (two) is yellow
Number 3 (three) is blue Number 4 (four) is green
Number 5 (five) is brown Number 6 (six) is purple
Number 7 (seven) is white Number 8 (eight) is black
Number 9 (nine) is pink Number 10 (ten) is orange
1
2
3
4
5
6
7
8
9
10
Closure (20 minutes)
I will give them the flashcards and I will ask them:
T: Ok, do you remember? I will show them the new colors to check if they
understood.
T: and what color is it? Yes!! It is brown!!! (the students who has the color
should rise her/his hand with the flashcard and repeat the color)

7.  As some colors are repeated I will ask them:
T: there are 2 (two) red flashcards. There is 1 (one) white flashcard. There
are…? (students will complete the answers)
T: Ok, Lauti there is or there are…
S: There is a green flashcard
T: very good!!!
 I will try to ask almost all the students to give them the opportunity
to speak and make them feel more confident with themselves.
Homework (10 minutes to explain the activity)
 I will give students another photocopy to complete at home.
Describe with “There is” or “There are”
-Computers -Teacher -Clock
-Girls -Chairs -Piano
-Boys -Books
-Table -Numbers

8. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Florencia Mestre
Periodo de Practica: Nivel Primaria
Institución Educativa: Escuela Hogar Nro.268 Julio Argentino Roca.
Dirección: Rivadavia s/n Costanera Centro.
Teléfono: 02944 492428 mail: escuela28@elbolson.com
Grado: 6to
Cantidad de alumnos: 24
Nivel lingüístico: Principiantes
Tipo de planificación: Clase
Unidad temática: Colores, números
Clase N`: 2
Fecha: 22/08/2017
Hora: 13:30 a 14:50hs
Duración de la clase: 80 minutos
Fecha de entrega: 15/08/2017
Aims or goals:
During this lesson learners will be able to:
 Answer “What is your name?”
 identify some numbers and some colors
 improve their listening and speaking skills by listen to the teacher and
mates
 improve pronunciation of different sounds through meaningful
context

9. Teaching Points: They are/ she/he is- tall/short-big/small
Language focus
Lexis Functions Structure Pronunciation
Revision
Hello!
What is your
name?
What number
is it?
Goodbye!
See you next
class!
Greetings.
Giving
commands or
instructions.
Describing
numbers and
colors.
There is/
There are
New
Big/small
Short/tall
Simple
Present
I am/You
are/They
are/ He
is/She is/It is
/ʃ/ short
/ɔː/tall
 Teaching approach or combination of methods / approaches:
Presentation Practice Production (PPP)

 Integration of skills: What skills will be integrated and how?
Listening skills and speaking skills through teacher/student exchange.
 Materials and resources: 
photocopies, pencils
 Pedagogical use of ICT in class or at home
 Seating arrangement: Sitting on their desk. Standing up. 
· Assessment: what will be assessed and how: I will assess the kids by

10. checking if they can identify structure and adjectives that have been
introduced.
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
Mandatory lessonstages:
(First I will ask students to give me the previous lesson´s homework)
Warm-up (10 minutes)
Interaction patterns: Teacher-Student
Greetings!
“Do you remember THE COLORS?
 I will show students a cube with numbers and colors
I have made a big cube, with colors and stuffed with foam rubber. So,
students may throw it and they would not be hurt. They will most
probably enjoy the game.
I will divide the class in two groups, one student has to throw the cube and the

11. other group has to say the color.
What color is it?
Yes, it is red! Very good!
Each group will have points, the winner will have a present.
I will do a revision of the colors they know: green, blue, yellow, red.
Then I will count with them, one two three… showing the flashcards.
Ok, Barby, What number is it?
S: one!
T: Very good it is one! And you Matias What number is it? (pointing with my
finger)
S: four!
T: very good it is four! So, THERE ARE ten numbers.
Presentation (15 minutes)
I will explain “I AM/ THEY ARE / SHE IS/HE IS” Writing on the blackboard:
T: I am Flor, you are? Pointing with my finger to a student…
S: I am Barby you are Flor
T: Ok and she is…. Tami (encouraging her with mimic)
S: I am Tamy and she is Barby
I will try to make everyone speak.
Ok, THEY ARE is plural and She is / He is- singular. I will show them colors
flashcards, big and small) They are BIG and these ones are SMALL.
Do you understand?
Ok, you all tell me!! THEY ARE big or small? (I will take two flashcards) Yes!! IT
is small. And these are BIG or SMALL? Yes!! Very good! THEY ARE BIG.
Ok, now look!
(I will draw in the blackboard a tall and a short picture)

12. TALL SHORT
T: tell me, he is… and she is….
S: tall, small
T: Yes! Very good! She is small and he is tall.
I will show them Monster Inc.picture. Then I will ask them: He is BIG or SMALL?
They are monsters! He is Sulley (pointing with my finger the big blue one), she
is Celia (the purple one) and so on…
I will explain, I AM – YOU ARE-HE IS-SHE IS IT IS
Development (30 minutes)
I will give students photocopies and they have to do the following
activities:
Complete the sentences with the words of the box.

13. TALL-BIG-SHORT-SMALL
1) Sulley is _____ and blue.
2) Celia is_____ and purple.
3) Mike is ______ and green.
4) The girl is ______and pink.
THEY ARE monsters.
Complete with SHE IS or HE IS the same senteces.
Example: 1) HE IS big and blue
2)________tall and purple
3)________small and green
4)________short and pink
Color the picture!
Transition
Ok, very good!! Tell me about you… I am SHORT. And you Barby?
S: I AM SMALL
T: Very good!! You Valentin?

14. S: I AM TALL
I will try them all students to speak…
Tall or short? BIG or Small?
Example: Sr Patata is small.
1) Rex is ________________
2) Woody is ____________
3) Jessie is____________
4) Slinky is_____________
5) Hamm is___________
Closure (15 minutes)
Ok, very good kids!!! Let´s see!
(I will do a revision of what we had already done, I will read the photocopies
asking them about the activities)
Well, tell me… Sulley is blue do you remember? HE IS BIG… and Mike is green,
so HE IS??
S: SMALL!
T: Very good! Exelent, yes! HE IS SMALL. Is Celia purple?
S: yes!!! And TALL
T: Great! Yes! SHE IS TALL!!
I will elicit them all to speak checking if they understand…
Homework (10 minutes)
I will explain the activity for next class clearly

15. I will give an example with the students first.
Complete the sentences (small – big – tall – short /she is or he is)
She is a girl.
She is __________.
_________ pink.
THEY ARE monsters.
Sulley is________.
He is blue.
Mike is _________.
_________ green.
She is Celia.
She is________.
_________ purple.
_________ a monster.

16. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Florencia Mestre
Periodo de Practica: Nivel Primaria
Institución Educativa: Escuela Hogar Nro.268 Julio Argentino Roca.
Dirección: Rivadavia s/n Costanera Centro.
Teléfono: 02944 492428 mail: escuela28@elbolson.com
Grado: 6to
Cantidad de alumnos: 24
Nivel lingüístico: Principiantes
Tipo de planificación: Clase
Unidad temática: Negative form of the Verb To Be.
Clase Nº: 3
Fecha: 05/09/2017
Hora: 13:30 a 14:50hs
Duración de la clase: 80 minutos
Fecha de entrega: 31/08/2017
Aims or goals:
During this lesson learners will be able to:
 Answer “What is your name?”
 identify some numbers and some colors
 improve their listening and speaking skills by listen to the teacher and
mates
 improve pronunciation of different sounds through meaningful
context
Teaching Points: Negative form of the Verb To Be.

17. Language focus
Lexis Functions Structure Pronunciation
Revision
Hello!
What is your
name?
Big/small-
Short/tall
Goodbye!
See you next
class!
Greetings.
Giving
commands or
instructions.
Describing
numbers and
colors.
Simple
Present
I am/You
are/They
are/ He
is/She is/It is
/ʃ/ short
/ɔː/tall
New
Fast/slow
Questions Are
they/you…?
Is he/she…?
Negative
form- No,
she/he is
not… No,
they/you are
not…
Isn’t
Aren’t
 Teaching approach or combination of methods / approaches:
Presentation Practice Production (PPP)

 Integration of skills: What skills will be integrated and how?
Listening skills and speaking skills through teacher/student exchange.
 Materials and resources: 
photocopies, pencils, flashcards
 Pedagogical use of ICT in class or at home

18.  Seating arrangement: Sitting on their desk. Standing up. 
· Assessment: what will be assessed and how: I will assess the kids by
checking if they can identify structure and adjectives that have been
introduced. Intonation of questions and answers.
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
Mandatory lessonstages:
Warm-up (10 minutes)
Interaction patterns: Teacher-Student
Greetings!
T: Hello!! How are you?
S: I am fine! Fine!!
First of all, I will do a revision of the content of the previous class.
T: Ok, very good!! I am fine too!!! Well, do you remember this picture?
I will show them the following picture,
I will stick it on the board, in order
to let them see it and complete my
sentences. Oral work. T: Sulley is big and
… S: Tall!!! T: Very good!! Yes, HE IS tall
and big!!! T: Ok, Mike is short and …?? S:
SMALL…

19. T: Very good!! Excelent!!! Big and tall, small and short.
Transition: Ok, now let´s see…
 I will give a copy for them with the verb to be.
Presentation (15 minutes)
I will stick a poster on the blackboard like this:
I AM MIKE. I AM SMALL. I am NOT big
SULLEY! YOU ARE BIG. YOU AREN’T small.
SHE IS CELIA. SHE IS TALL. SHE ISN’T short.
T: I will read the sentences and I’ll do mimes, so they can remember the

20. meaning of the Personal pronouns and the adjectives (Big/ small…)
T: I am Mike. I am small.
I’m going to explain the short forms of the negative form.
I am not= I’m not
Example:
I am not big = I’m not big
You are not small= You aren´t small
She is not short=She isn´t short
Development (30 minutes)
Activity 1:
Complete the following sentences with the negative form of the verb To be and
the following adjectives: small/big_short/tall.
First, I will give students and example,
I will show them a picture of all the monster and I will point with my finger
some character. So, I will say: He is Randall, He is not…. (giving the students the
opportunity to speak) short, He is tall.
Secondly I will give them the copies to work.
I am Celia.
I…………not…………… ………………..

21. She is Boo.
She …………not………………. ……………..
He is Mike.
He ….... …not…….. …………
He is Sulley.
He ………not……………….

22. You are Fungus.
You …………not…………………….
You are Roz.
You………………not……………………..
I am Mr. Waternoose.
I …………not……………………
Then, paint the pictures with the correct colour. I will stick on the
blackboard a colourful picture of the characters.
Activity 2:
T: Students will work in pairs. They’ll produce sentences orally. I will give to
each group a picture with one of the characters. One of the students will say an
affirmative sentence and the other one a negative one.
Example:

23. Group 1:
Student A: He is small.
Student B: He is not big. Group 2:
Student A: He is big.
Student B: He is not small.
Group 3:
Student A: She is short.
She is not tall.
Group 4: Student A: She is tall
Student B: She is not short.

24. Activity 3
Find the words in the text.
SMALL BIG SHORT TALL PURPLE BLUE
GREEN PINK YELLOW RED BROWN
 I will monitor their development during the activity. Motivating
them to do it.
Transition
Ok, very good!!! Let´s see.
Closure (15 minutes)
Well, Do you remember?
I will point with my finger to myself and say: I am short, I am NOT tall. Then, I
will point with my finger to monster inc.´s picture saying: He is …?
S: short!!
T: very Good!! He is short, so He is NOT tall. Ok, now (pointing with my finger to
a girl, Boo) She is …. ?
I will try to ask to all students motivating them to speak.
Homework (10 minutes)
I will give them a copy to paint with a monster.
They have to complete the sentences from each monster. As in the activity number 1.
YAOLSMALLPÑBVDSJAIKCOTPGSVXSHORTADOEFPNMVBBC
XEGIKLOPVIJGMAEOBIGPOWDSAQFBNJIJUREDLOITRENMW
KOLOIYTOPENMESTRYTODOALLYOUWANTPINKLGREENKBJ
BUGLYJHBLUETTFCTTDRCYGGVJPURPLEHBUBBUBRGBYGBB
JKTROHAIRBEDPINTALTALLLIGHTGEERFAVHGVHEEHNJJJJR
MNHGIWJHBHBUBUHBROWNBHHNBKNKJJNKJNLDIJNIINJ

25. Each student will chose one copy with the monster they want. Then they have to make
as much sentences as possible. I will give them an example. I will ask them if they
undertand with the example. If they don´t understand I will give them more examples
until I am sure they will be able to do the activity.
Chose your fabourite character!!
Sulley – Boo – Celia – Mr Waterhouse – Mike – Randall
Complete the sentences
Example: They are monsters. They are NOT people.
He is………………………………. He is NOT………………………………
She is…………………………….She is NOT………………………………
Dear Aurelia,
I would like to point out that, I chose the activities suitable for this group of learners. The
teacher told me that they don´t know the verb to be in my second lesson. So, I have to go
back to that grammar point. That is why I had to give them a copy about it (verb to be) as we
saw last lesson. The teacher want me to teach –they are/he is-she is/ with the adjectives in
my 2nd
and 3rd
lessons. It is very difficultto do my lesson plans with such a mixed topics that
the students don´t really know.
I think that It will be very useful for them to do those activities because they would have the
opportunity to learn essential grammar issues.
Thanks for your support,
Flor
Blog:
https://es.slideshare.net/FlorenciaMestre/tpd-2017-primary-level-lessonplan-mestreflorencia