1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: ValdezIvón
Períodode Práctica: Nivel Inicial
InstituciónEducativa: ColegioNuestraSeñorade laMisericordia
Dirección:OvidioLagos1819, Casilda
Sala / Grado / Año - sección: Salade 5 años "SalaAmarilla"y"SalaRoja"
Cantidad de alumnos: 28 en "SalaAmarilla"y30 en"Sala Roja"
Nivel lingüísticodel curso:Principiantes
Tipo de Planificación:Clase
UnidadTemática: La familia
Clase Nº: 2
Fecha: 12/06/15
Hora: 13:30 - 13:50 y 13:50 - 14:10
Duración de la clase: 20 minutoscadauna
Fecha de primera entrega: 08/06/15
 Teaching points:The family.
 Aims or goals: Duringthislesson,learnerswill be able to:
- Identifyandname membersof the family.
- Developtheirlistening andspeakingskillsbyrepeatingphrases,answeringquestions,and
namingfamilymembers.
- To expandtheirunderstandingof commandswhile developingtheirgrossmotorskills.
- Consolidate vocabularyandstructurestheyalreadyknow.
- Integrate previousknowledgetothe new items.
 Language focus:

2. Functions Lexis Structures
Revision Identifyingcolours.
Namingclothes.
Namingmembersof
the family.
Red,blue,yellow.
T-shirt,trousers,hat,
shorts.
Daddy,mummy,
sister,brother.
What's this?
What colouris this?
Who's this?
New Namingnew members
of the family.
Baby,grandpa,
grandma.
Who wears…?
 Teaching approach: The lessonisbasedonthe Natural Approach and organized through
the PPPprocedure.
 Integrationof skills:Listeningand speakingskills(Studentswilllistentothe teacher's
instructions,interactwiththe teacherwhenansweringherquestionsaboutthe teaching
points,and followinstructions tocolouraworksheet).
 Materialsand resources:Posterof Peppaand herfamily,posterof adifferent family,
flashcardsof clothes, Scotchtape,colourpencils,worksheetsof the familytocolour.
 Seatingarrangement: Studentswill be sittingattheirtablesasusual andat some pointsin
the lessonthey’llstandup.
 Possible problems/ difficultiesandtheirpossible solutionsduringthe class: Children
may gettoo excitedduringthe guessingactivity. Inthatcase,I’ll singthe songtheyare
usedto inorderto get quietagain.
 Classroom managementstrategies: Instructionswill be simpleandclear,togetherwith
demonstrationof whatstudentsare expectedtodo.
 Potential problemsstudentsmay have with the language: Theymay not understandthe
question"Whowearstrousers?". I'll guide themby pointingatmytrousers and answering
the questionmyselfif necessary.
 Assessment:I’ll checkstudents'comprehensionby listeningtotheiranswers.
STAGES IN THE LESSON
Routine (4 minutes)
- Purpose:tostart the lesson andestablishrapport.
- Activitydescription and instructionsas they will be said to students: I’ll greetstudents:"Hello!
How are you?" SS:"Hello!"ThenI’ll askstudentsto prepare atrain and we’ll singthe usual
welcome songwhilewalkingaroundthe classroom:
"Hello, hello,
hi, hi, hi!

3. Good bye, good bye,
bye, bye, bye!"
- Transition commentto link each stageof the lesson with the nextone: "Verygood!Now let'ssit
down, I broughtsomethingtoshowyou ".
Warm-up (3 minutes)
- Purpose:Toget studentsinvolvedinthe lesson andrecall previousknowledge.
- Activitydescription and instructionsas they will be said to students:I'll askstudentswhetherthey
rememberPeppaandherfamilyand I'll show themthe poster:"DoyourememberPeppa andher
family?".ThenI'll askthem:"Doyou rememberwhoisDaddy?"andguide theiranswerspointing
at the correspondingcharacter. NextI'll dothe same withthe restof the characters.
FinallyI'll showthemanewposterwitha differentfamilyandrepeatthe questionsaboutwho
Daddy,Mummy,Sister,andBrother are.
(the poster is in colour)

4. - Teaching strategies:demonstration andexemplification withpicturestohelpchildrenmake the
connectionbetweennamesandmeanings.
- Interaction patterns: Student-teacher.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof the lesson with the nextone:"Verygood!But we have
more membersinthisfamily.Look!"
Presentation(3 minutes)
- Purpose:Toknow new membersof the family.
- Activitydescription and instructionsas they will be said to students: I'll askthe students:"Who's
this?"while holdingthe posterandpointingatthe grandfatherand answermyself:"Thisis
Grandpa".And soon withGrandma and the baby.Afternamingthe new membersof the familyI'll
ask again:"Who's this?"while pointingateachcharacter againto helpthemrememberthe
names.
- Teaching strategies:explanationanddemonstration.The pictureswill helpchildrenmake the
connectionbetweennamesandmeaning.
- Interaction patterns:Student-teacher.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof the lesson with the nextone: "Perfect!Now look!I
broughtsomethingelse toshowyou!"
Practice (5 minutes)
- Purpose:Topractise newvocabulary andintegrate ittothe previous inacontrolledway.
- Activitydescription and instructionsas they will be said to students: I'll askthe students:"Doyou
rememberwhatMissSole broughtinherlast class?"andwhile asking, I'll show themthe same
flashcardsof clothesMissSole hadbrought to helpthemremember.

5. Some of themmay answer"ropa", "shorts",etc.I'll rephrase theiranswerswhileshowingthe
correspondingflashcards,forexample:"Yes,she broughtshorts(raisingthe flashcardof the
shorts),trousers(raisingthe flashcardof the trousers)",etc. Afternamingthe clothesI'll ask"Who
wearsshorts in thisfamily?"andguide theiranswersbyshowingthemthe corresponding
flashcardandpointingatthe posterof the family. Some of theymayanswer:"Brother!". ThenI'll
rephrase the answers:"Verygood! The brotherwearsshorts". ThenI'll ask:"What colourare the
shorts?",SS:"Blue!",T: "Verygood!The shortsare blue.".NextI'll ask: "Whowearstrousers?" and
"What colourare the trousers?",and so onwiththe restof the clothes.
- Teaching strategies: explanationanddemonstration.The pictureswill helpchildrenmake the
connectionbetweennamesandmeaning.
- Strategiesto checknew languagecomprehension:Listeningtothe students'answers.
- Interaction patterns: Student-teacher.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof thelesson with the nextone: "Perfect!Now let's colour
the clothesof this family!"
Production (3 minutes)
- Purpose:Touse the newvocabularyina more free way.
- Activitydescription and instructionsas they will be said to students: I'll handoutworksheetswith
a picture of the family(one foreachchild) andtell the students:"Here youare,we have tocolour
thispicture"andaftereverychildhasa copy,I'll hang the poster of the family onthe board and
explaintothem:"Lookat the picture,whowearsshorts?",SS:"Brother!",T: "Yes,the brother
wearsshorts.What colourare the shorts?"(pointingatthe brother'sshortsinthe poster),SS:
"Blue!",T:"Verygood!The shortsare blue.Let'scolourthe shortsinblue!".Andsoon withthe
redhat, the browntrousersand the yellow T-shirt.
- Teaching strategies: explanationanddemonstration.
- Strategiesto checkunderstanding of instructions:Iwill checkwhetherstudents answer
appropriately.
- Strategiesto checknew languagecomprehension:Iwill checkwhetherstudents colourthe
correct piecesof clothing ornot.
- Interaction patterns:Some studentsmay tell theirpeers whattocolour.
- Skills: Listeningandspeaking.
- Transition commentto link each stageof the lesson with the nextone: "OK,that's all for today.I
have to go. Let'smake a trainand sing!".

6. Closure (2 minutes)
- Purpose:Tosay goodbye.
- Activitydescription and instructionsas they will be said to students: We’ll singthe usual welcome
songwhile walkingaroundthe classroom.If there isnotenoughtime tomake atrain and walk,
thentheycan singon theirplaces:
"Hello, hello,
hi, hi, hi!
Good bye, good bye,
bye, bye, bye!"